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

History of Early Intervention 1975 Public Law The Education of the Handicapped Act guarantees free and appropriate education to children with disabilities ages PL extends PL 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

IDEA Amendments of 1997 PL 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

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

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

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

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

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

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

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?

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

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

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 University of Illinois at Champaign-Illinois: Culturally and Linguistically Appropriate Services (CLAS) Utah State University: Supporting Parent Access to Resources, Knowledge, Linkages, and Education for Parents of Children Who are Deaf-Blind – SPARKLE