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Overview
It is a guiding tenet that at the UCLA Intervention Program that a child with developmental risks or a disability does not need to grow up to be a disabled adult.
The Program Philosophy is based upon two underlying principles derived from research:
A. While a risk factor or disabling condition can interfere with the development and maintenance of positive parent-child interactions, such interactions are primary in fostering a child's optimum development.
B. Building on the strengths of children with disabilities enables them to compensate for some of these disabilities and thus foster maximum competence.
Therefore, a program that enhances positive parent-child interactions and capitalizes on children's strengths is likely to have the greatest benefits for a child with disability and his or her family.
At the Intervention Program, an interdisciplinary team works closely with parents to develop the Semi-Annual Review for each child. This team includes the Medical Director (a pediatrician with a subspecialty in Developmental-Behavioral Pediatrics) and colleagues in the subspecialty; early childhood educators; physical, occupational, and speech therapists; a social worker; and classroom aides. Consultants from orthopedics, pediatric neurology, child psychiatry, ophthalmology, genetics, and other disciplines are available as necessary.
The Intervention Program consists of the following components:
Infants (0-18 months) and their parents are seen on a weekly basis by an interdisciplinary team that can include an occupational therapist, a physical therapist, early childhood educator, and/or developmental pediatrician. Services are tailored to the child’s specific needs.
Children with special needs between 18 and 36 months of age participate in the Toddler Program, which meets for three-hour sessions five mornings per week. Two concurrent classes are available. Children may attend this program three, four or five mornings a week. The use of the computer is introduced to children in the classroom on an individual basis, and becomes an integral part of the total educational plan.
The after school program which affords a continuum of structure inherent to the intervention program, is available to all children enrolled in the Program as well as children with special needs in the community. The After School Program provides structured activities, such as art, music, computer, and language experiences, in a socially stimulating environment. Special field trips into the community take place on a regular basis. The Program serves children from 2 years to 5 years of age.
The UCLA PolliWog Pool Play Program meets weekly in a large heated indoor therapy pool. Led by a member of the Intervention staff (a.k.a. the Top toad) children learn the joy and pleasure of moving and playing in a gravity free environment. Emphasis is "water play" not "swimming". Because the water is comfortably heated the children generally learn to relax, explore, and play easily. A variety of flotation devices are available and allow some children to be completely "free". Children are able to experience independent movement while in the water. Short periods of group activities (singing, games, cheers!), provide for socialization. Each child must be accompanied and closely supervised by an adult. All children enrolled in the Intervention Program are welcome to attend.
Beginning with our infants, computer activities are part of the daily routine for children at the Intervention Program. The computer is used as a tool to promote motor, cognitive, language and personal/social development.
Specially designed computer programs and access devices assist the children's learning and play skills.
UCLA Developmental Studies Program
Department of Pediatrics
David Geffen School of Medicine at UCLA
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