Consultative Support is the most common of our support levels. With this level of support, the child’s Service Coordinator will contact the family periodically to check in, offer support and suggestions, etc. Minimally, the Service Coordinator will check in with the child care program and the child twice per semester. Our semesters run January-May, June-August, and September-December. Additional visits and contacts are provided as needed. Service Coordinators are committed to helping the families we serve and their child care programs through challenges related to the inclusion of their child.
Areas of support may include:
The child is new to a program and the parents or the child care staff are overwhelmed or unsure about what to do.
The child is graduating to the next age group and will be switching rooms.
Things do not seem to be going as planned, and the family or program would like some help.
The program seeks affirmation that things are going well and the child is being successfully included.
The needs of the child have changed, and the family or program would like some support.
The needs of the child care program have changed and new strategies are needed.
The following contains some examples of what you can expect from our Consultative Support. (Please note that this list is not inclusive and that we adapt to the needs of individual situations).
Specific information and insight into the needs of a particular child or disability.
Observation of a child while they attend a child care program so the child’s Service Coordinator can gain a full understanding of how to best provide support.
Training and guidance for child care staff on how to best include and care for a specific child.
Workshops or activities for all the children in the classroom to help them learn about disabilities and how to accept differences.
Assistance in defining goals for the child while in a program and supporting staff to meet those goals.
Recommendations on simple adaptations to enhance the child’s participation in activities offered.
Problem solving around challenges that may arise with inclusion or the needs of a child with a disability.
Direct, hands-on support may be available for things that happen outside of a program’s typical day. For example, if a field trip is scheduled and the program staff need guidance, a Service Coordinator may arrange to have someone from our agency attend.