1. Developing a Range of Options in Your Community Supported by DPI Preschool IDEA Discretionary Funds

2. Preschool Options  What?  Why?  How?  Where?

3. IDEA: Legal Definition Each public agency shall ensure that a continuum of alternative placements is available to meet the needs of children with disabilities. 34 CFR 300.551

4. IDEA In determining the educational placement of a child with a disability including a preschool child … the placement decision is made by a group knowledgeable about … the placement options. 34 CFR 300.552 (a) (1)

5. IDEA “The full continuum of alternative placements at 34 CFR 300.551, including integrated placement options, such as community-based settings with typically developing age peers, must be available to preschool children with disabilities.” 34 CFR Part 300 Comments to IDEA Final Regulations

6. Seventh Circuit Decision  District failed to comply with LRE requirement.  Least Restrictive Environment (LRE) applies to preschool.

7. Requirement Not New  Wisconsin Department of Public Instruction Bulletin 89.9  Complaint against rural district in northern Wisconsin  Revisions in IDEA 97 clarified LRE for preschoolers

8. Other Terms  Preschool Inclusion  Natural Environments  Typical Settings  Age Appropriate Settings

9. DEC Policy “Inclusion, as a value, supports the right of all children, regardless of abilities, to participate actively in natural settings within their communities. Natural settings are those in which the child would spend time had he or she not had a disability.” Division for Early Childhood www.dec-sped.org

10. It looks different for each child in each community.

12. Home “Instruction at home may be the most natural environment for a young child with a disability if the child’s IEP/IFSP team so determines.” 34 CFR Part 300 Comments to IDEA Final Regulations

16. Discussion Questions  What makes preschool inclusion unique?  Share examples of options you have created beyond self-contained programming?

17. Reporting Environments Educational Environment for 3-5 year olds with disabilities Reporting to DPI from LEA.

18. Preschool Environments December 1999

19. Why? Children with disabilities benefit from inclusion: Generalization of skills Reduced need for intensive services

20. Review of Research Children with disabilities in inclusive settings make more social skill gains.

21. Social skills “Families realized that the children did better than we all had expected in the community placements and that they were acting more like children than special education students…” Bruder, 2000

22. Review of Research Gains in cognitive, language and motor skills for children with disabilities in inclusive settings are comparable to those in self- contained. (Buysee & Bailey, 1993; Fewell & Oelwein, 1999, Jenkins, Odom, & Speltz, 1985; Wolery & McWilliam, 1998).

23. Review of Research Children from segregated preschool settings are twice as likely to retain special education eligibility and three times more likely to receive services in segregated settings. Miller, L.J., Strain, P.S., McKinley, J., Heckathorn, K., &Miller, S. (1993).

24. Review of Research Early Childhood Research Institute on Inclusion www.fpg.unc.edu/~ecrii Keys to Inclusion www.nectas.unc.edu

25. Research From Wisconsin The Preschool Option Project Collaborative study involving CESA #1, CESA #10, University of Wisconsin-Eau Claire, and University of Wisconsin-Milwaukee

26. Research From Wisconsin Research Addressed issues: IEP goals and objectives Family involvement in placement

27. IEP Goals  Play was under-utilized in addressing goals and objectives.  The goals and objectives may not have been functional.  Gains made in cognition, language and motor were comparable across settings.

28. IEP Goals  For more information on functional goals and objectives see:  CESA 12 website  A Guide to Writing IEPs (Wright & Laffin)  System for Collaborative On-Site Preschool EEN (SCOPE) developed in CESA #12.

29. Family Involvement in Placement  Families did not understand the concept of Least Restrictive Environment.  Families did not feel placement options were considered.  Families stated a preference for settings that include children without IEPs.

30. Family Involvement “Effective partnerships between parents and professionals require collaboration. It is hard work.” J. Fialka

31. WSPEI Wisconsin Statewide Parent- Educator Initiative http://www.dpi.state.wi.us/een/parent. html

32. Video

33. How?  Awareness and dissemination  Changing professional practice  Collaborative planning  Utilize research to address challenges  Individualizing services/expanding options

34. Awareness & Dissemination  Preschool Options Project  Commitment of resources in Wisconsin  State Implementation Plan  CESA 4 Integrated settings mini-grants.

35. Changing Professional Practice  New identity as trainer, consultant and/or team teacher.  Staff travels to the child vs child travels to the staff.  Loss of identity with classroom or building.

36. Changing professional practice through IEP training  Provide training regarding the IEP process to all participants  Improve parent participation in the IEP process  Address LRE for preschoolers

37. Collaborative Planning  Key individuals  Shared vision  Organizational structure  Policy Impact  External support and community influences

38. Collaborative Planning For more information see:  Collaboratingpartners.com  “CESA #10 Discovering Community Collaborative Options for Young Children and Families”  Collaboration: Because It’s Good for Children and Families. CESA #5

39.  Differing philosophies  Family members perceptions  Benefits of inclusion outweigh concerns (ECRII study)  Differing attitudes and knowledge base  Funding and staffing Utilize Research to Address Challenges

40. Individualizing Services DPI Bulletin 00.09 questions IEP team considers to determine service delivery:  Where does the child usually spend the day?  Can the goals and objectives be addressed in age appropriate settings?  If not, what other settings for service delivery will meet the child’s needs?

41. Quality  A high quality program is a necessary foundation of preschool inclusion  However the program must ensure that developmental needs of young children with disabilities are met

42. Quality  NAEYC National Accreditation Cesa8.k12.wi.us  Evaluation Tools  Early Childhood Environment Rating Scale  DEC Recommended Practices

43. Where?

44. Public School Programs  4 or 5 year old Kindergarten  At Risk/Title 1  Public School Head Start  Special Education classes with peer models  Public School Child Care Programs

45. Where? Community Child Care/Preschool  Corporate for profit  Locally owned programs  Play group  Nonprofit income based

46. Where? Head Start  Local Head Start Programs  Regional Head Start Programs  Tribal Head Start Programs

47. Where? Home “Instruction at home may be the most natural environment for a young child with a disability if the child’s IEP/IFSP team so determines.” 34 CFR Part 300 Comments to IDEA Final Regulations

48. Practice Brainstorm new options for service delivery in your community.

49. Outcomes  Benefits for ALL children  Efficient use of resources  Shared responsibility  Collaborative professional development  Improved referral system

50. For more information www.preschooloptions.org

51. Where do we go from here? Practice activity  3 people or agencies  2 barriers  1 idea

52. It happens one child at a time.