When first meeting with someone from the Early Intervention Program, you will be asked for the goals you have for your child.
These goals will:
- Come from your knowledge of your child
- Start from your child’s strengths
- Be short term or long term
- Reflect the uniqueness of your child
- Assist us to develop a plan for working with you and your child.
- As much as possible, this picture of your child should be in your own words. You can assist us to understand your child by describing your child’s emerging strengths as well as your concerns, and provide us with the direction you want to go in.
YOUR PRIORITIES AND GOALS DETERMINE WHO WILL WORK WITH YOUR CHILD.
At a weekly staff meeting your priorities and goals will then be shared and matched with the appropriate professional. Certain priorities or goals might require more than one team member. And, should your priorities and goals change as your child changes, so might your child’s team.
REVIEWING YOUR GOALS
As your child continues to grow and develop, your priorities and goals may change. These changes will influence the work that your team does with you and your family.
You may want to review your priorities and goals when:
- You receive new information from an assessment
- Your child has accomplished one or more of your learning goals
- Your child explores a new activity in the community
- A new service provider(s) from within or outside of EIP gets involved with your family
- Your family changes teams or programs
- Your child will be entering the school system
This review may include a conversation with your service coordinator, a visit with the therapist or professional most involved with your child, or a meeting of the entire treatment team.
At some point your child may not require any direct service from anyone with the Early Intervention Program. A developmental monitoring questionnaire can be sent to you periodically to monitor your child’s development and the need for any future services from the Early Intervention Program if you wish.
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COORDINATION OF SERVICES
A service coordinator for your child will be identified to you. A service coordinator is helpful when a number of professionals are supporting your efforts to help your child. The service coordinator may be that team member whom you see the most. If you only have one team member involved with your child, that person will fill the role of service coordinator.
The service coordinator:
- Explains how services are provided by EIP
- Details the roles and responsibilities of the different team members
- Links your family with service providers outside of EIP
- Informs you of advocacy services
- Facilitates meetings regarding your child, and
- Reviews with you the progress made on your priorities and goals for your child
As you become more acquainted with the services of the Early Intervention Program, you may want to take a more active part in how your child’s team works together. We encourage you to be as actively involved as you would like to be.
MAKING THE TRANSITION TO SCHOOL
If you are still actively involved with EIP when your child enters school, you will have support for their entry into the school system.
When your child enters kindergarten, his or her team can work along with you to assist with this transition. With your permission, your child’s receiving school team will receive final assessments and treatment reports to prepare them for your child’s learning style and needs.
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