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The Portage Project
Three main points support the mission of the Portage Project. First, it is committed to creating and enhancing the quality of educational programs. Second, its goal is to develop and distribute materials that are used to support quality early childhood programs. Third, all programs are centered and guided by the children and their families (Herwig, 1995).
The Portage model proposes that parent or primary caregiver interaction is essential to successful early intervention. It also states that the home or other least restrictive environments are natural and significant learning environments. The Portage model adds that intervention objectives and strategies must be individualized for each child and family based on their resources, priorities and concerns. This model further emphasizes that data collection is important to reinforce positive changes and to make ongoing intervention decisions (Sampon & Wollenburg, 1998).
The Portage Project was created 32 years ago in Portage, Wisconsin, in response to the need to provide services in rural communities to young children with disabilities. It was first funded by the Bureau of Education for the Handicapped (B.E.H). Portage is known for early intervention and development of intervention systems in the community. Its success relies heavily on parental involvement. This requires the enhancement of the development of young children with disabilities. All parents need to first understand that development of the child occurs sequentially in nature. Secondly, they must believe that the child's development can be influenced and impacted by their efforts. A final assumption that needs to be met if family involvement is to be implemented is p...
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...suggestions, any child would surely benefit from the Portage Project.
Bibliography:
Bibliography
Bluma, S., Shearer, M., Frohman, A., & Hilliard, J. (1976). Portage Guide to Early
Education Manual. Wisconsin: Cooperative Educational Service Agency #12.
Herwig, J. (1995). Educational Programs that Work: The Portage Project [On-line].
Wisconsin: Cooperative Educational Service Agency #12.
Sampon, M.A & Wollenburg, K., (1998). Portage Project/CESA5 [On-line]. Portage,
Wisconsin.
Simeonsson, R.J., (1991). Early Prevention of Childhood Disability in Developing
Countries. International Journal of Rehabilitation Research, vol 14, no. 1, pp. 1-12.
A Competency-Based Training Program for Personnel Working With Young Children
Who Have Special Needs (1996). Special Training for Special Needs, 8-12.
Unfortunately, a lot of parents may have a difficult time accepting their child, and coping with their needs and the responsibilities. From the book “The Elephant in the Playroom,” some families dealt with depression and physical and mental deterioration of their health. These struggles were shown in the story by Laura Cichoracki. Laura’s son’s name was Patrick. Patrick was a 6-years-old boy with autism. “I wasn’t eating right, I wasn’t showering regularly, I wasn’t sleeping well” (Brodey, p. 64). I also read the story told by Susan Marrash-Minnerly, which highlighted emotions that parents face. Susan also shed light on how wonderful children with special needs can be to a family, such as her ten-year-old third grader who had autism. Susan talked about how it was normal to feel angry at times, especially with the ups and downs a child’s disability may come with. “When I look back, I want to tell other parents that a child’s future is worth grieving over – but it’s not the end of the world” (Brodey, p. 75). After reading these stories, it became apparent to me that families who are raising kids with special needs, need support, kindness, and available resources. “I was fortunate to be surrounded by other moms who understood my pain…who could be supportive and emphatic.” (Brodey, p. 67). Overall, educators can use this kind of information that was shared in “The Elephant in the Playroom” about family systems and risk/resiliency by creating lines of open communication between families. This is to connect parents together that share similar struggles. By creating open communication is can allows for the teacher and parents to be on the same page when it comes to the issues affecting special needs students and
This case study will examine Klara’s biosocial, cognitive, and psychosocial development. The Desired Results Development Profile (DRDP) was utilized to observe Klara’s development. A DRDP is an established tool used to advance the quality of early care and educational programs in California (DRDP). Each domain of the DRDP is analyzed by the measures of, “exploring,” “developing,” “building,” and, “integrating.”
Decker, C. A., Decker, J. R., Freeman, N. K., & Knopf, H. T. (2009). Planning and Administering Early Childhood Programs. Upper Saddle River: Pearson.
Elliott, A. (2004). Where to Now for Early Childhood Education and Care? Early Childhood Education Research Program (ACER), 12(2).
As a parent, learning that your child has developmental disabilities can be a life altering moment in time and can cause a devastating chain reaction of events. These events have the potential to change family priorities and structure, hurt relationships, deplete financial savings and stability, and emotionally drain everyone intimately involved with you and your child. How do you find human services programs, agencies, or advocates, whose primary job is to help you provide everything your child needs? It certainly can be an overwhelming barrier, but it's the first step in giving you, your child, and your family a plan of action, goals, success, good mental health and bringing everyone back together.
The Educational System in Ontario, Canada has been implementing a new curriculum to ensure a successful, practical and functional early education, where children of three, four and five years old could benefit in the short term from a new early intervention educational system. This group of legislators believes that during the following four years with full day educational intervention (FDEL) will bring new changes within the old philosophy that will affect the way young children’ are leaning . (OCDE, 2006).
"When my kids become wild and unruly, I use a nice, safe playpen. When they’re finished, I climb out.” – Erma Bombeck. Early childhood is the most rapid period of development in a human life. Although individual children develop at their own pace, all children progress through an identifiable sequence of physical, cognitive, and emotional growth and change. A child who is ready for school has a combination of positive characteristics: he or she is socially and emotionally healthy, confident and friendly; has good peer relationships; tackles challenging tasks and persists with them; has good language skills and communicates well; and listens to instructions and is attentive (World Bank 1). The interactive influences of genes and experience literally shape the architecture of the developing brain and the most important ingredient is the nature of a child’s engagement in the relationship with his or her parents (Bales 1). The parenting style of a mother or father has a strong and direct impact on the sequence of development through which the child progresses on the way to becoming a physically, mentally and emotionally healthy individual.
Morrison, G. S. (1976). Chapter 6: Early Childhood Programs APPLYING THEORIES TO PRACTICE. In Early childhood education today (10th ed., pp. 5-31). Columbus, Ohio: Merrill.
Retrieved April 21, 2003, from http://earlylearning.org/KC/Parents.htm#care. Zill, Nicholas. A. (1995) The 'Secondary' of the 'Secondary' of the 'Secondary' of the ' School Readiness and Children’s Development Status. Eric Digest.
Decades of research proves partnerships between schools and families not only enhance children’s learning and achievement, it is also mutually beneficial to the families and educators. As an early childhood educator, my philosophy is rooted in establishing and maintaining a strong and effective partnership with families and communities that can help children and their families thrive. My approach focuses on effective communication between family and school, respect for diversity, and promoting learning at home.
Parent Education in Early Intervention: A Call for a Renewed Focus Topics in Early Childhood Special Education Fall 1999 19: 131-140,
Reynolds, A. J. (2000). Success in early intervention: The Chicago child parent centers. Lincoln, Neb: University of Nebraska Press.
“Family involvement and engagement should be built into early childhood program curriculum and pedagogy. Early childhood educators can complement and influences home environments and families”. (C. Gestwicki, J. Ber...
In society today, there are many children and parents who face the diagnosis of having a developmental disability that would qualify them for special education and needs. This time can come with many questions for the parents when they realize the specialized care and education their child will need. Most often, questions arise about their schooling and how they will be included with other children, as well as what services are available to their child. How their disability impacts their life is a very valid concern because their education will be impacted. When a disability is discovered, it effects trickle down from the child to the parents, to the teachers and finally the medical and educational specialists.
It is vital that in any setting there is good and clear communication between a setting/early years practitioner and the parents. By working together, it gives each child the best possible chance to develop to their full potential. In an early years setting it is imperative that they have an environment that is set up to support physical development. Practitioners can support parents in many ways to help with further development at home (Spencer, K, & Wright, P. 2014).