Emma Nelson Initiative Lead: Early Identification and Intervention Supporting Infants and Toddlers with Deaf-Blindness in Early Intervention Part C Emma Nelson Initiative Lead: Early Identification and Intervention

Objectives To increase knowledge of the Early Intervention System (Part C) including what services look like and how they are delivered To assist SDBPs in finding resources about their state Part C Programs To provide thoughts and possible guidance on: How SDBPs including FECs can become involved in Part C both on a systems and child specific level How SDBPs including FECs can support families to understand how the Part C system works with SDBPs How to collaboratively build team action plans between SDBPs, Part C, and Families How to look forward toward Systems Change within Part C work

Poll Questions Child Specific TA Do you visit families of infants and toddlers? Do you visit them alongside an Ed Consultant/Coordinator of your SDBP? Do you build action plans?

Poll Questions and Discussion Systems TA Has your state completed the EI & R Self Assessment Guide? Has your state provided any system wide PD for early intervention providers on ways to support families in EI? Based on the objectives and poll questions, are there other things you’d like to discuss?

Overview of Part C (1 of 8) Part C of IDEA: Officially The Program for Infants and Toddlers (birth - age 2) with Disabilities A Federal Grant Program established in 1986 to assist states in providing comprehensive EI services Key referral source for State Deaf-Blind Projects

Overview of Part C (2 of 8) For a state to participate in the Part C program, it must: Prove that early intervention will be provided to every eligible child and their family Designate a lead agency to administer the program and appoint an Interagency Coordinating Council (ICC) - which includes parents of young children with disabilities- to advise and assist the lead agency

Overview of Part C (3 of 8) Currently, all 50 states and eligible U.S. Territories participate in the Part C Program. They differ in many ways, for example: States have some discretion in setting the criteria for child eligibility. This includes whether or not to serve at risk children States also differ concerning which state agency has been designated “lead agency” for their Part C Program

Overview of Part C (4 of 8) What Who is Involved Referral and Intake: Initial referral, complete initial paperwork (basic child/family info, phone call or electronic submission), intake interview (typically face-to-face to gather more detailed child/family info) Referral source (e.g. family member, Early Head Start, friend, health care provider) Family and Child Service Coordinator, social worker, or family support person Purvis, 2012

Overview of Part C (5 of 8) What Who is Involved Evaluation: To determine eligibility, multidisciplinary team approach (core team plus additional specialists based on diagnosis or concerns), includes observation and input from family/primary caregiver(s) Child and Family Psychologist and/or Developmental Specialist, OT, PT, SLP Vision specialist, audiologist, nutritionist, interpreters Purvis, 2012

Overview of Part C (6 of 8) What Who is Involved Assessment: To determine intervention needs, to monitor progress, provide information for IFSP reviews Child and Family Multidisciplinary team (initial assessment) Early intervention team (progress monitoring and IFSP reviews) Purvis, 2012

Overview of Part C (7 of 8) What Who is Involved Early Intervention Program: Emphasis is on modeling and coaching family/caregiver(s), settings include home, day care center, therapy program, maximize child preferences, daily routines and naturally occurring opportunities Child and Family Other care providers Early intervention providers Purvis, 2012

Overview of Part C (8 of 8) Each state delivers services in different ways, and employs and provides personnel development through different methods ALL states must provide services to eligible infants and toddlers and offer some path for personnel development State specific information on Part C? ECTA List of Part C Agencies by State Lists coordinator, state Part C website, and contact information

The Role of State Deaf-Blind Projects Collaboration within the SDBP is key between director, coordinator, TA provider(s)/Education Consultants and FECs Clear roles and communication within the SDBP is key to ensure that local Part C teams are not confused

Part C Work Child Specific Systems Change TA & Training to specific teams including families Provide training, modeling and coaching to increase capacity Other family specific work Systems Change May or may not be involved in this work at the moment Discussion with your coordinator and director is key Talk with SDBP coordinator and director to ask if they should be involved in systems work and in what way- CHARGE state liason, NFADB affiliate- what are they doing in their states? Do they feel comfortable disseminating information when on visits with their kids to their doctors etc….

Child Specific TA (1 of 7) How do State Deaf-Blind Projects support Part C as they work with teams including families? Open communication is key Project Staff Early Intervention Team including Family Build trust from the first moment Priorities, needs, and hopes- what is going well and what is not going well You may need to speak with providers and family separate to gain honest insight Trust with Family AND providers

Child Specific TA (2 of 7) When to get involved? No hard and fast “rules,” depends on many factors- your project’s TA delivery model, Part C team, family readiness Key to work out within your project: first point of contact/outreach following a referral and continued TA is provided If your project would like support in this area, Megan and I are happy to speak further with you and your team

Providing clarity around team roles and responsibilities Child Specific TA (3 of 7) Providing clarity around team roles and responsibilities Part C Team Family Child Providers State Deaf-Blind Project Team FEC Director/Coordinator Educational Consultant Early Childhood Special Educator, Service Coordinator, PT, OT, Vision, Hearing, Medical Social Worker (the list is endless), not all are employed by part C, some are community partners, but all are on the PART C team (i.e., IFSP)

Providing clarity around team roles and responsibilities Child Specific TA (4 of 7) Providing clarity around team roles and responsibilities State Deaf-Blind Project roles, TA services (including availability), training opportunities, and outcomes/next steps must be clear Honesty is always better than building up hopes for later disappointment, BE HONEST ABOUT CAPACITY

Building team action plans Child Specific TA (5 of 7) Building team action plans Written agreement is key Helps to ensure that everyone has same understanding of next steps (including who, what, by when) Complete as soon as possible, either on site with team or following visit Onsite is best- allows for many individuals/groups, not just state Deaf-Blind Project, to actively participate & have their voice heard

Transition from Early Intervention to Preschool Child Specific TA (6 of 7) Transition from Early Intervention to Preschool An opportunity to provide support: Collaborative Problem Solving Team Building State Deaf-Blind Projects are a consistent source of support for families through this process Key to provide knowledge, guidance, and resources, while highlighting positives of preschool

Child Specific TA (7 of 7) Transition to Preschool Materials: Parent Hub: Transition from Early Intervention Planning Transition to Preschool Moving Forward with Transition to Preschool with Collaborative Planning NCDB Materials to Use with Families

Part C Systems Work (1 of 4) Many State Deaf-Blind Projects have limited capacity No matter how hard we try, how many extra hours we put in, there is always more Focusing on systems work in tandem with child specific TA will enlist other state programs to share the load A strong way to build ingrained programs/policies/procedures that will ultimately benefit families and kids

Part C Systems Work (2 of 4) Part C Systems work focuses on partnering with Early Intervention at a statewide level to: Address the critical need for early identification of infants and toddlers who are deaf-blind Encourage and/or put a system in place for Part C to refer infants as early as possible to State Deaf-Blind Projects Offer ways to increase capacity of providers, families and additional personnel working with the child through Personnel Development opportunities

Part C Systems Work (3 of 4) Resources for Systems Work in Early Identification and Referral as well as Personnel Development ID/Referral (Toolbox… in Process!) Sooner the Better Framework Center for Early Literacy Learning Guides

Part C Systems Work (4 of 4) Collaboration with your project staff is key Not all states are focusing on Part C Ways to be involved in systems work: Talk to your Director or Coordinator to learn more about the Self Assessment Guide and grant outcomes Brainstorm ways to address ID, Referral, and PD from your lens Do you have existing relationships within Part C or other systems with individuals who may be interested to learn more and partner?

Discussion Any additional questions? What (if anything) might you do differently in your child specific TA for families of infants and toddlers? How might you connect with your state project personnel to learn about systems work with Part C in your state and discuss possible ways you can become involved? How can I support you in your work serving families?

Next Steps Visit the Sooner the Better Website Look through Framework Identify one resource either in the Framework or elsewhere about infants and toddlers with deaf-blindness that would be useful to share with families Think of one suggestion for the framework