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EI/ECSE 101: Understanding the Basics of Early Intervention Under IDEA Part C

EI/ECSE 101: Understanding the Basics of Early Intervention Under IDEA Part C Kathleen Mankinen, M. Ed. FSDB Outreach Department Parent Infant Program 207 North San Marco Ave. St. Augustine, FL 32084 mankinenk@fsdb.k12.fl.us History of Early Intervention 1975 Public Law 94-142

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EI/ECSE 101: Understanding the Basics of Early Intervention Under IDEA Part C

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  1. EI/ECSE 101: Understanding the Basics of Early Intervention Under IDEA Part C Kathleen Mankinen, M. Ed. FSDB Outreach Department Parent Infant Program 207 North San Marco Ave. St. Augustine, FL 32084 mankinenk@fsdb.k12.fl.us

  2. History of Early Intervention • 1975 Public Law 94-142 The Education of the Handicapped Act guarantees free and appropriate education to children with disabilities ages 5-21 • 1986 PL 99-457 extends PL 94-142 down to age three years and provides for services to infant and toddlers because of a recognized need to minimize the likelihood of institutionalization and maximize the likelihood of independent living and to enhance the capacity of families to meet their child’s needs

  3. IDEA Amendments of 1997PL 105-17 Individuals with Disabilities Education Act Part C • Provides legislative support for family centered early intervention services for infants and toddlers 0-3 with disabilities and their families • IDEA will be reauthorized in 2003- 2004

  4. Overall Goals of Part C • Enhance the development of infants and toddlers with disabilities • Reduce future education costs by minimizing the costs of special education • Maximizing independent living and minimizing the likelihood of institutionalization • Enhancing the capacity of the family to meet the child’s needs

  5. EI Services Mandated by Part-C • Assistive Technology • Family Training • Health Services • Medical Services for Diagnosis or Evaluation • Nursing • Nutrition Services • Therapy Services (OT, PT, SLP) • Service Coordination • Social Work • Special Instruction • Transportation • Vision and Audiology Services

  6. Evolution of Service Delivery • Child Centered to Family Centered • For Families to With Families • Fragmented to Coordinated • Multidisciplinary to Transdisciplinary • Standardized to Individualized • Clinic to Natural Environment

  7. Assumptions of Family Centered Practices • Families know their children best • Family strengths are valued • Cultural, racial, ethnic, and socioeconomic diversity are honored • Families are the constants in their children’s lives • Collaboration, networking essential

  8. Three Things Families Want from Early Interventionists • Emotional Support – friendly, positive, responsive, family oriented, sensitive, competent with families and children • Informational Support – diagnosis, services, what to do with the child • Material Support – access to WIC,SSI, Medicaid, community resources, housing and employment options, materials for daily routines McWilliams, R and Scott, S. (2001) “A Support Approach to Early • Intervention: A Three Part Framework” Infants and Young Children

  9. IFSP – Individual Family Service Plan • Unique components • Comparison with IEP – likenesses and differences • Requirements –teaming, assessment, timelines, family participation, confidentiality, legal rights • Developing functional outcomes and strategies

  10. What is Natural Environment? • More than just a place • Following the child’s lead • Cognitive level of the child 0-3 • Family/caregivers with the child 70 hours a week • EI there 5 hours? • When does EI happen?

  11. Challenges to Providing Early Intervention Services • Over half of state lead agencies for Part C are “Health” • Natural Environment, Inclusion • Transdisciplinary, coordinated services • Teaming • Training of Professionals • Societal – families working, time

  12. OSEP National Longitudinal Studies for IDEA ‘97 • NEILS -- following more than 3, 300 children with disabilities or at risk for disabilities from 0-3 through elementary • PEELS – following a group of children who receive Pre-K Special Education through elementary looking to the variety and effectiveness of Pre-K ESE

  13. Resources for Additional Information: Print • Barrera, I.,”From Rocks to Diamonds”, Zero to Three, May 2003 • Dunst,C.,Bruder,M., “Valued Outcomes of Service Coordination, Early Intervention, and Natural Environments” Exceptional Children 2002 • Mc Williams,R.,Scott,St., “A Support Approach to Early Intervention: A Three Part Framework” Infants and Young Children , 2001 • Mc Williams, R., “Natural Environments and Inclusion” Young Exceptional Children Monograph Series No.2 , 2000 Websites • NECTAS – National Early Childhood Technical Assistance Center http://www.nectac.org • University of Illinois at Champaign-Illinois: Culturally and Linguistically Appropriate Services (CLAS) http://clas.uiuc.edu • Utah State University: Supporting Parent Access to Resources, Knowledge, Linkages, and Education for Parents of Children Who are Deaf-Blind – SPARKLE www.sparkle.usu.edu

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