Planning Region Team 8 is a group of parents, agency representatives, child care providers, special education providers, and school district representatives who work together to:
- Discuss issues of regional concern related to services for infants and toddlers with disabilities and their families.
- Make recommendations and provide feedback to local agencies regarding the provision of early development serves in the 7 counties and 19 school districts within Planning Region Team 8.
- Identify the potential lead agency to provide systems support for the region.
- Work with the Early Development Network Services Coordinators to identify gaps and duplications of resources in the region.
- Identify the training and technical assistance needs in the region for parents, family members, child care providers, and special education service providers and their administrators to help them identify children, infants, and toddlers with disabilities and to help them meet their developmental needs.
- Identify the resources that may be share or developed in the region to meet the needs of children and their families.
- Work on Child Find and public awareness to identify infants and toddlers with disabilities.
Planning Region Team 8 meets at least 6 times each year. The meeting dates and times are listed below and additional information regarding Agendas and minutes can be found by clicking on the individual meeting if applicable.
Next Meeting: November 9, 2016 – O’Neill (place TBD).
Early Development Network Services Coordinators
|Marjie Peed||Katie Williamson||Brianna Lawrenz|
- Nebraska Early development Network
- Directory of Area Service – Listing of local area service providers relating to early childhood education
- Special Education Equipment Catalog – Catalog of loanable and disposable equipment for special education needs available from ESU 8.
- Tummy Time – Activities to help you position, carry, hold, and play with your baby
- Effects of Pacifiers and Sippy Cups on Speech Delay if Used Long Term – Compilation of articles about the effects of longterm use of pacifiers and sippy cups can have on the normal speech development of toddlers.
- Developmental Milestones for Communication – Have concerns about your child’s speech development? Check out these guidelines to see if he/she is meeting the expectation of their age group.
- KidKeeper – this exciting new resource provides information to assist early childhood teachers, caregivers, parents, family members and other adults in promoting the learning and development of young children. Brought to you by UNL Extension
- Developmental Timeline – Below are some general development guidelines to determine if your child is developing at the typical milestone timelines.
• Lift head and chest when laying on stomach
• Follow a moving object or person with my eyes
• Grasp a rattle or finger
• Wiggle and kick my legs
• Smile back at people
• Make cooing or babbling sounds
• Cry in different ways to tell you what I need
• Hold my head up and look all around
• Recognize familiar faces and smile at you
• Coo, giggle and make lots of sounds
• Push up on my hands and knees
• Roll from my back to stomach and from my stomach to back
• Love to be held and cuddled
• Search (look) for sounds and turn head towards sound
• Sit up without much help
• Begin to pull myself up and stand with help
• Crawl or scoot myself forward
• Use my thumb and finger together to pick up little things
• Recognize and look for familiar people
• Start to imitate and make sounds like real words (momma, dada)
• Love to dump toys or things out of containers
• Stand alone holding on to furniture
• Walk along the furniture while holding on
• Take beginning steps towards walking alone
• Say a few meaningful words
• Point to a few objects when asked to find them
• Dance or bounce to music
• Respond to own name
• Want parents or caregivers to always be where I can see them
• Show fear or anxiety of people I don’t know
• Walk without help
• Climb up and down on things
• Stand up and sit down without holding on
• Like to push, pull, and take things apart
• Begin to show a “temper” when I can’t do something I want
• Understand simple one step directions
• Use more meaningful single words and gestures
• Use words together
• “Cling” to caretakers in new situations
• Walk, run, and climb without help
• Go up and down stairs without holding on
• Love to use the word “no”
• Have frequent temper outbursts, when I’m made, tired, or upset
• Put two and three words together in simple sentences
• Use about 50 words frequently
• Sing songs or say rhymes
• Feed myself and drink from a cup without a lid
• Resist sharing my toys with other children