1. Infants, Toddlers, & Young Children with Disabilities ECSE 641 Spring 2015 (Lee, 2010)

2. Infant and Toddler Connection “Parents teach their children every day. They are the ones who make the most difference in their child’s development. In order for early intervention supports and services to work best, there needs to be an active partnership between the parents and the services providers. This partnership includes the family and other caregivers being involved in each early intervention session.” Early intervention supports and services in the Infant & Toddler Connection of Virginia: Family information

3. Focus of Early Intervention (Part-C) Increasing children’s participation in family and community activities identified by the family AND Supporting the family in identifying learning opportunities and enhancing their child’s development

4. Video Clips Review Making a Difference: ◦ What is EI? ◦ Careers in Early Intervention ◦ The family’s perspective ◦ http://www.youtube.com/watch?v=z-wOUyglDWU http://www.youtube.com/watch?v=z-wOUyglDWU

5. How to Contact Early Intervention & Early Childhood Special Education In Virginia, early intervention services are for children birth to 36 months. ◦ Call 2-1-1 to determine your local provider or go to http://211uwgrp.org/ http://211uwgrp.org/ Children in VA who will be 2 years old before or on 9/30 of the school year, may be referred to determine eligibility for services from the public school system (Part-B) ◦ Call the child’s neighborhood school and explain you are concerned about your child’s development and would like to generate a ref erral

6. Part-C Referral Process Referral is made to Part-C ◦ Important information is collected during the referral process to develop the Intake Developmental screening done at a location convenient for the family, ideally in the child’s natural environment If the child is determined eligible, the family is scheduled for an Assessment for Service Planning (ASP) The child’s Individualized Family Service Plan (IFSP) is developed as a result of the ASP

7. Part-C Referral Process Services are delivered to all eligible children and included in the IFSP Transition planning is important to all children receiving services. REMEMBER ◦ Parental consent is required at each step of the process ◦ Parents can agree to some services and refuse others

8. Screening Versus Assessment for Service Planning (ASP) Screening involves observation, play time with the child, parent/caregiver interview and an opportunity to review reports and learn about the child’s developmental and health history.

9. Screening Versus Assessment for Service Planning (ASP) ASP is a more detailed observation and play time with a child which must include participation from ◦ at least two early intervention professionals of differing specialties (including, but not limited to)  early childhood special educators, speech therapists, occupational therapists, physical therapists, etc.

10. Purpose of Screening / ASP The goal of both is to see the child at his or her best in order to determine the child’s strengths The trained professionals allow the child time to adjust and acclimate to the environment  For example, the parent might be asked to play with the child and engage the child in different activities, if they are comfortable doing so, while other team members observe.

11. Purpose of Screening / ASP Another goal of both is that the family members feel as comfortable as possible ◦ Language interpreters or providers fluent in the family’s language are available if the family speaks a language other than English ◦ ASP done at family’s home or ideally a place the family will feel comfortable ◦ Parents encouraged to invite other family members, caregivers, or important support people to also attend

12. Eligibility for Early Intervention Services In Virginia, children are eligible for Part-C services if they ◦ are functioning 25% or more below their chronological age or adjusted age in one or more areas of development ◦ are displaying atypical development ◦ or have a diagnosed physical or mental condition that has a high probability of resulting in a developmental delay.  Conditions include those such as significant central nervous system anomaly, congenital or acquired hearing loss, myelodysplaxia (spina bifida), and visual disabilities.. Eligibility is NOT dependent upon a diagnosis or label of the child

13. Cost for Services Screening is no cost to the family Assessment for Service Planning is no cost to the family No family is ever refused services based on the inability to pay

14. Costs for Services Services ◦ Service coordination is no cost to the family ◦ Therapy services are billed based on the family’s ability to pay for the service ◦ All families have the right to a financial interview to include access to the Part-C fee scale ◦ Families with Medicaid receive ALL services at no cost ◦ Families with private insurance can utilize their insurance to cover services in addition to accessing the fee scale. ◦ Families have the right to appeal costs based on the fee scale No family is ever refused services based on the inability to pay

15. Family-Centered Practice Family-centered practice and philosophy embrace the following key components: ◦ Focus on the family, not just the child ◦ Emphasis on mutual respect and teamwork ◦ Assistance according to individual family needs ◦ Information given to the family in a supportive manner ◦ Delivery of services structured to make them accessible without undue disruption of the family integrity and routine Family-centered principles encourage delivering services in natural, least restrictive settings while honoring child and family needs and preferences

16. Most Important Aspect When parents of children with developmental disabilities were asked to identify the most important aspects of support programs ◦ Empowerment was #1

17. Establishing Trust With Families In order to establish a trusting relationship between families and professionals early childhood providers need to: ◦ Calibrate their own attitudes and perspectives ◦ Not stereotype or generalize ◦ Understand the impact of a child’s disability can be negative, positive, or mixed with families facing crises ◦ Understand that some families with children with disabilities may face different obstacles

18. The Situation… The Impact Discuss the following situations and impact on building effective partnerships ◦ Family structure ◦ Childcare requirements ◦ Single-parent families ◦ Poverty ◦ Substance abuse ◦ Foster care

19. The Family’s First Link Early childhood special educators are often a family's first link to intervention and other professional therapies. REMEMBER… ◦ It is critical to have both a solid knowledge base and reference information regarding the most common conditions and diagnoses ◦ A basic understanding of medical procedures and conditions is necessary