1. 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

2. 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

3. 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?

4. 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?

5. 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

6. 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

7. 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

8. 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

9. 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

10. 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

11. 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

12. 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

13. 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

14. 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….

15. 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

16. 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

17. 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)

18. 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

19. 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

20. 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

21. 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

22. 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

23. 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

24. 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

25. 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?

26. 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?

27. 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