1. SW 644: Issues in Developmental Disabilities Early Intervention – Birth to Six Part II Lecture Presenters: Linda Tuchman-Ginsburg, Ph.D. (Dir. Of WI Personnel Development Project), Mary Peters, M.S. (WI Dept. of Public Instruction), Lynn Havermann, and Lisa Pugh

2. Video of Linda Tuchman-Ginsburg

3. Video of Mary Peters

4. Ages 3-5/Preschool Options  Transition out of B-3 Transition planning from Birth to 3 into the 3-5 system is legally required and important for families  Why is this important? NECTAC updates  What are the timelines? Begins while child is in b-3  What is required?  What is discussed in transition meetings?

5. Share hopes and concerns Ask questions Learn about transition procedures Discuss potential settings, programs and services Sign referral forms and release of records, if needed At the Transition Planning Conference families will…

6. Video of Lynn Havermann

7. Video of Mary Peters

8. Program Similarities  Birth to 3  Referral  Screening/Evaluation  Determine Eligibility  IFSP Development  Services Begin  Transition Planning Conference  Early Childhood Special Education and Related Services  Transition Planning Conference  Referral  Screening/Evaluation  Determine Eligibility  IEP Development  Services Begin

9. Birth to 3 Programs as compared with Early Childhood Special Education (ECSE)  General information on ECSE  Defining program

10. Birth to 3 vs. ECSE  Who provides early childhood services?  How do early childhood services look different from Birth to 3 services?  Children transition from an IFSP to an IEP.  How is an IEP different from an IFSP?

11. Video of Lynn Havermann

12. Birth to 3 vs. ECSE  Similarities and Differences between B-3 and ECSE: We continue as part of Claire’s team Who will our Service Coordinator be? More “Claire focus” and less “family focus”

13. Video - MMSD Preschool Options

14. Video of Mary Peters

15. Environments  Services are provided in a variety of environments for children ages 3-5. MP  What are some examples?

17. Environments (cont.)  How are these decisions made?  What does the law say about this?

18. Review of Research  Children with disabilities in inclusive settings make more social and language gains.  “Families were developing a different vision for their children - one that attributed their learning to a range of opportunities in places with typically developing children, as opposed to the learning that occurred only in special schools with special teachers.” (Bruder, 2000)

19. Video of Lisa Pugh

20. Video of Erika in Preschool Classroom

21. Lifespan Transition  A planful transition from each stage of programming to the next is important for families.  In fact, these transitions continue through out the child’s life. (consider use of Ready-Set-Go power point information)  How can service providers help families through this transition?

22. Lifespan Transition (2)  Pre-Kindergarten decision  Transition plan into Kindergarten  Kindergarten begins and inclusion commences

23. Lifespan Transition (3)  What typically changes for families?

25. Video of Linda Tuchman-Ginsburg

26. Challenges to EI/ECSE Programs  Adequate funding to meet requirements and support effective practices Increased number of children identified early Flat or reduced funding  Variability of resources across communities: Opportunities for community inclusion Resources for low incidence disabilities

27. Personnel Development  University training programs focus on discipline-specific skills  EI/ECSE requires new ways of practicing Cross disciplinary practices required Focus on consultation to family members, child care providers, and other early childhood professionals Integration of intervention to home and school routines  Departure from direct interventions with children

28. Changing Family Circumstances  Societal stresses on families  More families with two working parents  Single parents  Over 80% of WI women work

29. Growing Diversity of Population  Increased number of children living in poverty  Increased number of immigrants from other countries Culture and language differences Compounded by disabilities

30. Future Directions  Increased public attention to the importance of early childhood development.  Earlier identification of developmental delays Partnerships with primary health care providers Newborn screening (e.g., hearing screening)

31. Future Directions (2)  Increased attention to the importance of social and emotional development. Foundation of all learning Parent/child interactions Social skills  Increased accountability for the investment of public funding.

32. Future Directions (3)  New research to demonstrate the effectiveness of EI/ECSE interventions Relationship-based interventions Routines-based interventions  Increased collaboration among early childhood, health and disabilities programs Common goals, vocabulary, standards  Wisconsin Model Early Learning Standards

33. Summary  Birth to 3 and ECSE support families in promoting their child’s development.  Starting early makes a difference across the lifespan.  Families Are less isolated and more hopeful Have skills to navigate complex system  Children have increased learning opportunities  Children and families have aspirations and expectations for transitions into school and adulthood