Service Pathways for Children & Families
Referral:
A child may be referred to Mayo Early Intervention Service if there is a concern that his/her development is delayed and they present with two or more areas of need.
Information gathering to inform developmental goals and targets:
In order to inform the development of appropriate individual service plan for the child and family, the MEIS team will seek consent from the parent(s)/guardian(s) to gather information in relation to the child in advance of developing the plan. The information will assist in informing this process.
The process of developing goals for child development is an important part of any intervention programme. The service supports the family to learn about their child’s strengths and challenges through assessments and observations.
The broader information gathering process can also include reference to past/recent records, evaluations, interviews, observations of current behaviour, knowledge of professionals familiar with the child and family and the results of standardised tests as appropriate.
Assessment:
Formal assessment can take place at any stage of service involvement with the child/family, as deemed necessary through family/team discussion. Assessments provide a baseline for monitoring and evaluating the progress of intervention and child’s developmental progress over time. Families are encouraged to participate in the assessment process. The assessment will also provide an opportunity to support the family in their understanding of their child’s particular level of function and demonstrate ways in which therapy can be incorporated into the child’s day.
Families also have a right to avail of “Assessment of Need” under the Disability Act 2005.
This assessment is overseen by the HSE Assessment of Needs Officer and informs the Case Manager. The Early Intervention team work closely with both the AON officer and Case Manager in Mayo.
Providing Information:
The EIS will provide information to families throughout their period of involvement with the team. This includes information about their child’s skills, services, resources, condition and diagnosis. It may include information about therapy approaches/goals/service and support options, information for families on rights and entitlements, advocacy, family networks, community resources and assessment reports. The Early Intervention team will check with the family on an on-going basis, how they prefer to have information provided to them and endeavour to ensure their information needs are continuously met.
Family Education/Training/Support:
The planning and delivery of services is a collaborative process between families and team members. Family education is emphasised as it enables informed decision-making and fosters partnership with the family to enhance their knowledge and skills, in order to promote their child’s growth, development and functioning. Families are provided with relevant accurate information to support their role as key members of the team.
Arranging services and supports with families and planning with the Child and Family:
The team members work in partnership with the family to plan appropriate services and supports.
The determination of required services ands supports is based on the child and family’s needs, priorities and resources as well as assessment and review information.
Intervention:
MEIS acknowledge that parents/care givers are the most important people in a child’s life, therefore the purpose of intervention is to support families and provide them with the skills they need to carry out home activities which will enhance the child’s daily routine.
The Early Intervention Service offers children and families a range of service intervention; one to one therapy, group therapy, consultation, equipment prescription, loan and adaptation and monitoring. Intervention services aim to promote the child’s functional skills, community participation, peer interaction and quality of life. The family and team members work collaboratively to implement the service plan.
Group Work:
Group work intervention is provided to small numbers of children in group settings. This method of service delivery is a very important aspect of the service and encourages skill development in a peer environment. The emphasis may be on the development of social skills related to interaction and communication, movement based learning, sensory processing or school readiness activities.
Parent Training:
This may also be a key element of intervention. Parent Training may include programmes on early communication, parenting, and technology for example. A range of topics over the course of the child and family’s involvement with MEIS will offer opportunities to increase skills and knowledge and enhance child development.
Transition Planning:
A framework for transition planning is a support mechanism to the child and family at key stages of the services. Transition planning assists the child and family to prepare for key changes in the child’s social and developmental experiences. Examples are commencing local pre-school, starting school, moving to an alternative service.
Community Capacity Building:
Spending time in the community means contact with a variety of people and experiences. These opportunities provide valuable ways for children to learn social skills and to make important connections with people and life. Children with developmental challenges need access to the same environments as everyone else. Such opportunities arise from attending local preschool, summer activity camps and parent & toddler groups.
Should you require any further information on the Mayo Early Intervention Service please click here to contact us.
