*2.4.2 Atypical*

Warning signs that a difficulty may exist for a child under a year are having problems tracking objects, not responding to sounds, having little interest in

**257**

**Table 2.**

*Relationships and Resources: Supporting Exceptional Learners from Birth through Primary School*

interactions with known adults, rigidity in routines, and fleeting eye contact with others. By 2 years, cause for concern would be if the child does not imitate other people, requires constant attention to stay with an activity, or does not understand common commands. By 3, the child should be interested in pretend play, know the function of common objects, no longer be mouthing toys, and play independently for short periods of time. If these events are not happening, caregivers should seek

One of the biggest challenges for parents of infants and toddlers with exceptionalities is getting a diagnosis. We know that a child with autism may have had up to eight wrong diagnoses before getting a correct autism diagnosis [15]. When a child is diagnosed or identified with a deficit, they are required to have an Individual Family Service Plan (IFSP). This plan is meant to identify services and supports for the child and their family. Services identified in the plan are provided at no cost to the family. Below are common considerations and challenges associated with this age span, suggested actions a caregiver can take to help address the concern, and resources caregivers can use to find more information

Get second and third opinions

associated with your child's diagnosis (see Table 2)

Accept help from friends and family; establish a routine and build in time for your own interests. Join a parent support group and see a counselor if needed

*DOI: http://dx.doi.org/10.5772/intechopen.80809*

the advice of their pediatrician [10, 13].

**Challenge Action**

Coping with emotional stress of having a

*Identifying and addressing diagnoses: challenges and actions.*

Help Me Grow National Center: www.helpmegrow.national.org Individual Family Service Plans: www.specialeducationguide.com CDC's Milestone Tracker: check the app store appropriate for your device

www.cdc.gov/ncbdd/actearly/milestone-app.html/milestones International Resource: United Cerebral Palsy Association https://ucp.org/resource-guide/international-resources

Issues Associated with Ages Zero to Three: www.zerotothree.org

Rights and Laws Associated with Special Education: www.wrightslaw.com

Autism Society of America: www.autism-society.org

actearly/milestones/milestones-2mo.htm

*Resources for infants and toddlers with special needs.*

Council for Exceptional Children Division of Early Childhood: www.dec-sped.org

Center for Disease Control and Prevention (descriptions of milestones): https://www.cdc.gov/ncbddd/

child with a disability

**Table 1.**

**Resources**

Identifying the problem Express concerns to pediatrician

Securing support/treatment/therapy for child Connect with professional and parent organizations

**2.5 Challenges and resources**

(**Tables 1** and **2**):

*Relationships and Resources: Supporting Exceptional Learners from Birth through Primary School DOI: http://dx.doi.org/10.5772/intechopen.80809*

interactions with known adults, rigidity in routines, and fleeting eye contact with others. By 2 years, cause for concern would be if the child does not imitate other people, requires constant attention to stay with an activity, or does not understand common commands. By 3, the child should be interested in pretend play, know the function of common objects, no longer be mouthing toys, and play independently for short periods of time. If these events are not happening, caregivers should seek the advice of their pediatrician [10, 13].
