Early childhood educators are accustomed to working with children who arrive at school with a diverse set of experiences, abilities and needs. However, the differences in today’s school children may be more acute than ever before as so-called “pandemic babies” begin official structured schooling.
Although many of these students will reach the social, behavioral and cognitive development milestones typical of this age group, some may struggle. Additionally, while the development gaps may be evident in some, the signs may be too subtle for certainty in others. In either case, assessments can help early childhood educators and student families detect delays and decide if intervention is needed.
Once an assessment determines a student is not “on track”, “what now?” is typically the next question on everyone’s mind. Kathleen Woodward, nationally certified school psychologist and senior assessment consultant for Pearson, offers some advice for educators as they navigate potentially missed milestones and determine next steps.
A legal obligation to support positive beginnings in your school and community
Some educators may not realize that they are accountable for more than the families attending their school; in fact, there’s a wider mandate to help all local families.
Most early educators are quick to refer students within their school for diagnosis if they display potential disabilities or delays. However, schools are also obligated to seek out, find and evaluate any child in the community who may benefit from early intervention or special education — and offer them appropriate supports. This requirement is known as “Child Find”, which falls under the federal Individuals with Disabilities Education Act (IDEA).
It can be challenging to identify children who need support when they aren’t already attending school. Yet, the need may be greater now because the events of the past few years inflicted additional stress and trauma on students and their families, particularly among underserved populations, such as the nearly one in five of the country’s more than 11 million babies raised by families in poverty. Economic hardships can spawn a variety of interrelated consequences, potentially including limited access to educational resources, healthcare and enrichment. The most vulnerable populations might not know to seek services — or where or how to do so.
To comply with Child Find, districts need to have a plan in place to reach those not enrolled in public school, including those who are unhoused, explains Woodward. “Child Find is a critical process that ensures all children are connected to appropriate evaluations and, subsequently, provided services as needed,” she says. “We are required as school districts to go out and find those students who can potentially benefit from essential screening and services.”
Ample communication can forge positive educator-caregiver relationships
Key to ensuring all students have access to the supports they need is forging strong educator-caregiver relationships. One method to forge those relationships is deploying a robust community outreach campaign to educate and create awareness. Next, establish a process for communicating with families and coordinating care for students who display developmental delays or other signs that they would benefit from intervention or special education.
“Educators need to consistently share information to ensure parents and caregivers know their rights — including the fact that they can access these services along with wraparound needs like transportation at no cost,” Woodward says.
Once families have been contacted, initiate conversations that put them at ease about the process. These conversations can include walking caregivers through the difference between an assessment and evaluation and explaining what constitutes a “developmental delay” and what’s classified under special education. “It’s critical to help them grasp the benefits of adequate access to services as early as possible,” Woodward urges.
Early positive conversations with caregivers can set the stage for a trusting, mutually respectful relationship as a child begins their educational journey. When having those conversations, it’s important to communicate in a way that is empathetic and nonjudgmental and that acknowledges the caregiver’s unique perspective and crucial involvement.
A team approach yields constructive results
Assessments are most impactful when combined with a team approach. Bringing together, for example, the classroom teacher, a speech-language pathologist, a physical therapist, an occupational therapist and a psychologist enables the creation of a robust program — one that can assess student needs holistically by considering sensory, physical and cognitive skills, while simultaneously applying nuance that generates the most appropriate individual services at the right time.
It’s important to remember that caregivers are a key part of any student support team. They are the child’s advocate and will be critical to ensuring interventions happen at home.
Equipping students for early success with evaluations
Every student deserves the chance to thrive inside and outside the classroom, and evaluations play a vital role in ensuring students are equipped with the supports and services that will help them flourish during the crucial formative years.
For more information on supporting young learners and strengthening an assessment regimen at your school, visit Pearson’s Early Childhood Resource Center.
