Life Long Learning Essay

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Running head: LIFE LONG LEARNING: EARLY CHILDHOOD SPECIAL Life Long Learning: Early Childhood Special Education And Transition to Adulthood Educating Learners with Diverse Needs Diane Williams-Shirley Grand Canyon University Professor Jacqulin McCrary July 20, 2008 Abstract In1986 the Education for the Handicapped Act was amended to include incentives through monetary grants to encourage states to provide “comprehensive interdisciplinary services for infants and toddlers (birth through age 2) and their families” (Heward, 2009, p. 33). The underlying objective of this law was to identify at-risk children early and provide the early intervention services to remediate any identified developmental disability and prevent others from occurring. In this paper, the author will explore the following: diagnosing developmental disabilities; early intervention priorities; educational programs and services for the exceptional learner; transitional programs and procedures for students with disabilities; as well as, strengths and weaknesses in the assessments and interventions used for early learners. Life Long Learning: Early Childhood Special Education and Transition to Adulthood In 1975 the Education for All Handicapped Children Act (EACHA) was passed to ensure that all handicapped children in the United States received free appropriate public education. After five amendments and renaming the act Individuals with Disabilities Act (IDEA) in 1990 did schools began fully complying. However, the federal government noted that a certain population of children was still being unserved or underserved; the population was the birth to five year olds. “Congress reauthorized IDEA in 1997 and again in 2004; it reaffirmed the nation’s commitment to a system of early intervention services” (Heward, 2009). In this paper

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