Reference no: EM133316391

Question: What was the purpose of the essay? Do I think I achieved that purpose?

? What do research sources say about my chosen topic? Did the research say different things than I expected it to say?

? How did the readers react to the paper? What was interesting, surprising, or difficult about the reactions to the paper? Objectives:

? What are my learning goals for the course? How did researching and writing the essay help me to further those goals? What obstacles presented themselves that hindered my progress towards those goals?

? What ideas did I have about my topic when I began? How did the research sources affect those ideas? Did my ideas change as a result of the thinking, researching, and writing process?

? Did researchers from different fields report different findings on the topic?

? What information did I want readers to have as a result of reading the paper? What information do I want readers to have now? Process:

? What was my experience of researching the topic?

? What was my experience of writing the paper?

? What challenges did I face as I did the work? What successes did I achieve?How did I respond to these challenges and successes?

? How did responses from other readers and writers change my process?

ESSAY :Determining the impact of early intervention among children with disabilities sets the pace for filling previous research gaps and combating one of the most significant challenges facing children below three years. While a few parents might oppose the idea of taking their children through intervention programs, a few nations mandate exercises to improve the quality of life among young infants- this is common in Japan (Teruyama, 2020). Developmental disability is a common problem affecting several children in Japan, characterized by brain disorders (Teruyama, 2020). Thus, most children report learning disabilities (LD), attention deficit hyperactivity disorder (ADHD),and autism spectrum disorder (ASD) (Teruyama, 2020). A growing population of children reporting either of the three conditions resulted in the nation seeking extreme measures to help the infant population mitigate these risks through early intervention programs. The country enforced rules that mandate physical checkups among three-year-old children through screening for early diagnosis and intervention (Teruyama, 2020). Children detected with signs after a diagnosis join remedial educational programs to scaffold their development; however, parents can decide the program that suits their child's needs (Teruyama, 2020). Screening these conditions from a young age significantly reduced Japan's population of children with LD, ADHD, and ASD, thus pushing to mandate early intervention worldwide (Teruyama, 2020). Despite undergoing these invasive processes at a young age, children have higher chances of attaining a quality life. Therefore, early intervention programs might help mitigate the growing risks associated with mental disorders among children.

Studies related to early intervention primarily focus on children from three to five years. Age is a crucial factor while investigating child development; while the process varies across different children, monitoring them during their early stages predetermines their quality of life (Blenner et al., 2011). A child's brain develops faster when they are five years, and while the growth does not stagnate, this age is sensitive; it determines their interaction with the environment and other external factors (Blenner et al., 2011). Therefore, most intervention processes happen between three to five years because it is the ripe time to determine a child's cognitive, emotional, and physical health. It also sets the pace to begin intervention programs among children with disabilities or susceptible to developing disorders at later stages. Most parents learn more about their children during these ages; they identify differences with peers as they help them understand other facets of their external environment. According to Barger et al. (2021), screening and development monitoring are only viable after determining their needs and appropriate methods to route children. Developmental monitoring and screening are effective between two to five years; this is a crucial stage among all children (Barger et al., 2021). Healthcare providers are essential in monitoring a child's growth between birth and two years to determine the need for screening or monitoring before proposing plausible solutions to mitigate any risks (Barger et al., 2021). Therefore, children between three to five years constitute the best age to determine the need for early intervention programs; this explains why most studies focus on the group.

Despite its significant impact on child development, critics oppose the ideas supporting early intervention. Child development revolves around care; thus, developmental disorders are beyond parents and caregivers (Chaudry & Sandstorm, 2020). While most studies necessitate the importance of early intervention, especially among children with disabilities, very few acknowledge the growing disparities regarding access to these healthcare services (Chaudry & Sandstorm, 2020). Limitations based on the exclusion of children with disabilities indicate that studies regarding the subject present inadequate data based on their primary focus. According to Barger et al. (2021), early monitoring and screening are still new techniques in the healthcare industry; this creates room for doubting their part in determining early intervention needs among children. Therefore, the exclusion of children from low-income families also indicates the need to question the reliability of these techniques in dealing with childhood disabilities, such as autism (Chaudry & Sandstorm, 2020). The exclusion of a specific population in research further heightens doubts regarding the relationship between early intervention and child development; some might argue that it is an invasive procedure with detrimental effects. Thus, studies revolving around early intervention as a basis for child development continue to form basis for further criticism based on limited information and empirical investigations.

Early intervention programs gradually gain support across various domains due to their role in promoting child development. Research indicates that early interventions promote a child's development and improve their life quality significantly. The emphasis on children between three to five years aims to target a sensitive period in a child's life due to cognitive developments- rapid brain growth. While most children indicate promising results after undergoing early intervention, these programs aim to mitigate cognitive issues among children with ASD, LE, and ADHD. Thus, children within the age gap should undergo monitoring and screening to mitigate cognitive disabilities and reduce their susceptibility to these conditions.