Autistic Spectrum Disorders in the Early Years by Lynn Plimley

By Lynn Plimley

This source addresses matters concerning identity, evaluation, instructing and studying, social talents and behaviour, replacement intervention, home-based courses, and transition from preschool to kindergarten.

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Example text

State the desired target/objective/outcome – What do you want the child to do instead? For example, do you need to make him/her more aware of common dangers? • IEP signposts to planning – How can you help the child achieve her/his new targets? com) to teach her/him about dangers. The person responsible for monitoring and reviewing the IEP will vary and will be influenced by the child’s needs in relation to the graduated response. Often the early years’ special needs co-ordinator and the practitioner directly involved with the child will work together and alongside parents/ carers.

Autism charities ar e often the sour ce of the longestlasting contacts, suppor t and friendships for par ents with childr en with ASD. qxd 12/19/2006 12:57 PM Page 23 5 Multi-agency collaboration and ser vice provision in the early years This chapter examines ways in which professionals from health, education and social services can work together to provide a quality service for young children with ASD and their families. It gives a brief overview of the sorts of services that may be available and the advantages and disadvantages of each.

They also have a duty to set up and maintain a register of disabled children and publish information. The emphasis on Children’s Services within the Act will impact on joint planning across agencies. uk/ multiagencyworking Local education authorities (LEAs) across England, Wales, Scotland and Ireland have been issued with a Code of Practice for children with additional needs which stresses the importance of multi-professional/multi-agency collaboration. The Education Act, Section 322 (1996), states that health authorities, subject to the reasonableness of the request and available resources, must comply with a request for help from an LEA, for children with special educational needs, unless they consider it is not necessary for the exercise of their functions.

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