The challenge to create and implement effective educational programs for preschool children with disorders of relating and communicating is more compelling than ever given the apparent increase in the number of children diagnosed with these disorders in recent years. These disorders include pervasive developmental disorders (PDD), autistic spectrum disorders (ASD), multisystem developmental disorders, and severe regulatory disorders.Overview of components of a DIRFloortime® based School Program
Education is one of the central components of comprehensive intervention programs based on the DIRFloortime™ model. Services may be provided directly by education personnel in regular and special educations schools, in home-based programs, or through some combination of home, school, and related services in the continuum of inclusion services. Because educational services are both mandated and funded by law from birth, they provide essential resources to families.
There are three types of developmentally appropriate interactions and practices that need to be part of the child's daily routine at school:
Types of Settings needed for Different Developmental levels
DIR® Principles for Educational programs
Educational Goals for Children with Developmental Challenges
Individualized Educational Plan (IEP) Models
The IEP provides the best opportunity for parents, educators and therapists to identify the specific goals, approaches, and implementation methods for each child. The IEP depends on collaboration and has mandated requirements for joint agreement and timetables for assessment, review, and modifications. The most significant aspect of the IEP now is that parents can use the IEP to indicate their goals and to hold the educational program accountable for meeting all these goals.
Goals Related To The Six Functional Developmental Levels
The following table suggest goals for each developmental level that can be incorporated into the child's IEP. These goals are organized with the idea of helping children move from one level to another. Although this list of goals are organized by core functional developmental capacities, they can also be included under major instructional headings regularly used by school systems (e.g. language and communication, cognition, social-emotional).
There are several ways to quantify both the amount of time and the expected outcomes for each goal: