Information for Parents

Program Enrollment

When a family calls to inquire about the Intervention Program, an early childhood educator arranges a convenient time for both parents, if possible, to observe the Program to determine if this is the type of setting they want for their child. .

 

Team members meet together to determine which of the three sub-programs is most appropriate for the child.  At this point, an educator is assigned as the case manager, and the family comes to the center with the child for a “get acquainted” visit.  During this meeting, parents and staff share observations about the child's interests and abilities. In addition, during the in-take, the Program's social worker meets with the family as a group and interviews all family members to gain familiarity with the child and family. Enrolled parents receive an appointment with a Developmental-Behavioral Pediatrician to evaluate the child's medical, neurological, and developmental status. The case manager makes an initial home visit to gain additional information regarding the family and child, and to discuss concerns/issues the family may have.

 

During the first four to six weeks of Program participation, staff and parents continue to meet on a regular basis to formalize the six-month Annual Review.  This plan is based on information obtained during the initial medical and developmental evaluation, the home visit, and structured observations of the child within the classroom setting.  It also incorporates parental priorities for the child in the areas of play, communication, socialization, gross and fine motor skills, self-help skills, and use of assistive technology.  This Semi-Annual Review is evaluated and revised, as indicated, at six-month intervals, and developmental evaluations are repeated.  Home visits are repeated as necessary to help facilitate this process.

 

At approximately two and one-half years of age the parents have their transition IEP (Individualized Education Plan), which is facilitated for the family by the educational staff.  When it is time to transfer a child to another program at three years of age, Intervention Program staff and parents complete an exit evaluation.  Staff members make every effort to support the family during this time of transition by providing a Transition Packet, lists of public and private schools that are close to the family's area of residence, as well as offering to visit these programs with family member, if desired.  At the time of the IEP, designated staff from the program may attend that meeting to help support the family.  In addition, staff from identified community programs are encouraged to observe the child in the UCLA Intervention Program prior to transfer.  When appropriate, parents are encouraged to consider placement in the mainstream.

 

Parent Participation

Intervention Program staff are aware that parent's and children's needs and strengths change over time.  In order to accommodate these needs and strengths, once a child has become comfortable in the classroom, the Program offers a variety of opportunities for parental participation.  First, all parents are involved in developing their children's Semi-Annual Review.  Whenever possible, parents, or other caregivers, are encouraged to sit in on classroom activity until the child has demonstrated a level of comfort with the Program.  Additionally, parents, whose schedules permit, are invited to assist in the classroom.   Parents also have the opportunity to observe their children through a one-way mirror in an adjacent room, and staff members often step out of the classroom to share observations about a child's progress.  Parents are invited to participate in parent support groups guided by the social  worker, that are scheduled weekly for both Infant and Toddler parents during the day, and occasionally during evening hours.

UCLA Developmental Studies Program

Department of Pediatrics

David Geffen School of Medicine at UCLA