After reading this chapter, check to make sure you know:

WHAT ARE THE FOUNDATIONS OF THE STUDY OF STUDENTS WHO ARE AT RISK?

Brief History

• At risk conditions were first officially recognized in the 1960s with programs for the "disadvantaged." (p. 441-42)
• The term at risk was first used in educational policies in the 1980s. (p. 442)
• Operation Head Start was a significant addition to educational programs. (p. 442-42)

Definition

• Young children who are at risk are likely to experience a substantial delay if early intervention services are not provided. (p. 442-43)
• IDEA 04, Part C includes infants and toddlers who are at risk for developmental delays. (p. 442)
• Title I provides funding for some school-age students at risk for failure or dropping out. (p. 443)

Prevalence

• 1 in 40 of the birth- through 2-year-old population is served under Part C of IDEA. (p. 443)
• 1 in 15 of the 3- through 5-year-old population is served under Part B of IDEA. (p. 443)
• Child poverty and related factors are on the rise. (p. 443-44)

WHAT ARE THE FACTORS THAT PLACE CHILDREN AT RISK?

• Part C is often categorized by states into established risk conditions, biological/medical risks, and environmental risk factors. (p. 444)
• Many environmental factors place young children at risk. (p. 445-48)
• Children may be placed further at risk by school factors. (p. 448)
• The stakes are particularly high for English language learners. (p. 448-49)
• Specific protective factors may intervene with risk factors. (p. 449-50)

HOW ARE STUDENTS WHO ARE AT RISK IDENTIFIED?

• States vary greatly in how they identify infants and toddlers as being at risk. Some are very quantitative and others are very qualitative. (p. 452)
• Both literacy and social behavioral measures will be used for identification of preschoolers 3 through 5 years of age who are at risk. (p. 454-55)

WHAT AND HOW DO I TEACH STUDENTS WHO ARE AT RISK?

Instructional Content

• Home-based at risk programs may be the most effective ones. (p. 456-57)
• Literacy and social behavioral content will be important when serving young children at risk. (p. 455-56)
• Family involvement is a mandatory content area. (p. 456-57)

Instructional Procedures

• The goal of intervention is prevention. Prevention may be primarily to prevent harm, secondarily to reverse harm, or more intensive to reduce harm. (p.458-59)
• Early intervention is essential. (p. 459-60)
• Parent programs focus on teaching parents to be responsive and supportive. (p. 460)
• Shared reading can result in significant increases in language development and school readiness. (p. 460-62)
• Components of effective reading practices are the same whether they are intervention or prevention focused. (p. 462)
• Functional assessment-based positive behavior support is effective with young children. (p. 462-63)

WHAT ARE OTHER INSTRUCTIONAL CONSIDERATIONS FOR STUDENTS WHO ARE AT RISK?

Home Environment

• The home is usually the optimal location for intervention with young children and most infants and toddlers are served there. (p. 464)
• Home environments should be arranged to encourage frequent interactions with responsive adults and stimulating materials. (p. 464)

Instructional Environment

• Instructional environments should be well-organized, engaging, and developmentally appropriate. (p. 464-66)
• Consistent schedules, routines, rules, and rituals are important. (p. 464-66)

Instructional Technology

• 38% of children under age 18 have no computers in the home and 52% of children under 18 have no access to the Internet. These children will need extra opportunities to use computers. (p. 466-67)
• Educational and support technology will be necessary for some children who are at risk due to biological or medical factors. (p. 467-68)

WHAT ARE SPECIAL CONSIDERATIONS FOR THE GENERAL EDUCATOR?

• The general education teacher holds much of the responsibility for teaching children who are at risk and working with their families. (p. 468-49)