~Support Families in achieving goals ~promote maximum child independence ~Promote development in all important domains ~Build and support social competence ~Facilitate the generalization of learned skills ~prepare children for future life ~help students make smooth transitions ~prevent the development of future problems
A philosophy and guidelines for practice based on the belief that the learning environments, teaching practices, and other components of programs that serve young children should be based on educators' typical expectations and children's experiences for children of different ages and developmental stages.
A requirement of the IDEA for the coordination of early intervention services for infants and toddlers with disabilities from birth to age 3. Similar to the IEP. which is required for all school-age children with disabilities.
Type of causation for mental retardation that requires evidence of sub average intellectual functioning in at least one parent and one or more of any siblings. Typically associated with impoverished environments involving poor housing, inadequate diets, and inadequate medical care. Often used synonymously with cultural-familial retardation; suggests that mental retardation can be caused by a poor social and cultural environment.