Early Identification and Intervention: Characteristics of Quality Interventions

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Characteristics of Quality Interventions


  • Includes the family members to work alongside the professionals and learn how to help the child

  • Is flexible, can be offered in the home as well as in other settings such as preschools and early intervention centers

  • Provides the family with support and guidance

Developmentally Appropriate

  • Is specially designed for children in relation to the disability

  • Has staff who are specially trained in the intervention and services they provide

  • Develops an individual plan for each child and reviews the plan regularly

  • Tracks the children’s progress with regular assessments


  • Includes strategies to help children practice difficult skills or learn new skills and use them in different settings

  • Prepares and supports children for optimum development

  • Finds ways of getting children with disability together with other children, ideally of the same age

Supportive and Structured

  • Provides a supportive learning environment where children feel comfortable and supported

  • Is highly structured, well organized, regular and predictable These interventions consist of multidisciplinary services to enhance skills, minimize developmental delays and functional deterioration and promote health and well-being of children.

Assistive Technologies for Supporting Inclusion

Assistive Technologies

Assistive Technologies

  • One of the most important ways for children with disabilities to flourish is through their access to assistive technology. Assistive technology includes products and related services that contribute to the functioning of children with disabilities.

  • They promote children’s development and health, as well as their participation in various activities of life. Assistive devices and technologies are those whose primary purpose is to maintain or improve an individual’s functioning and independence to facilitate participation and to enhance overall well-being. They can also help prevent impairments and secondary health conditions.

  • Assistive technology can enhance the quality of life of both children and their families through communication, mobility, self-care, household tasks, family relationships, education, and engagement in play and recreation.

  • To improve access to assistive technology, all related stakeholders need to come together for the provision of assistive technology. Appropriate assistive technology can be a powerful tool to increase children’s independence and improve their participation.

  • Providing assistive technology to children as early as possible will facilitate their development and prevent secondary conditions such as deformities.

Examples of Assistive Technologies

Some examples of assistive technologies are:

  • Mobility aids, such as wheelchairs, scooters, walkers, canes, crutches, prosthetic devices, and orthotic devices

  • Hearing aids to hear or hear more clearly

  • Braille, speech-audio recorders or screen-reader for visually impaired

  • Cognitive aids, including computer or electrical assistive devices, to help with memory, attention, or other challenges

  • Computer software and hardware, such as voice recognition programs, screen readers, and screen enlargement applications.

  • Tools such as automatic page turners, book holders, and adapted pencil grips to help children with disabilities participate in educational activities

  • Physical modifications in the built environment, including ramps, grab bars, and wider doorways to enable access to school.

  • Lightweight, high-performance mobility devices that enable to play sports and be physically active

  • Adaptive switches and utensils to allow those with limited motor skills to eat, play games, and accomplish other activities

  • Protective headgear that ensure the physical well-being of children with epilepsy and enable them to participate in activities important for social wellbeing

  • A pressure relief cushion in a wheelchair that can protect a child with paralysis from pressure sores and associated infections

  • A communication board that can support a child with speech difficulties to express themselves

  • A screen reader that can make it possible for a child who cannot see to access information on the Internet

  • An alternative way of showing time that can help a child with an intellectual disability

Some children with severe disabilities who are unable to attend school can access education from home and communicate with others with the help of assistive technologies. For example, ICTs offer new ways to break down accessibility barriers and provide children with disabilities varied opportunities.

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