Early Intervention Services in California: A Journey through Early Start with Three Children...

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Early Intervention Services in California: A Journey through Early Start with Three Children Developed by California Map to Inclusive Child Care WestEd Center for Child & Family Studies in collaboration with California Department of Developmental Services California Map to Inclusive Child Care is funded by the California Department of Education, Child Development Division, with a portion of the federal Child Care Development Fund Quality Improvement Allocation of California’s Early Start

Transcript of Early Intervention Services in California: A Journey through Early Start with Three Children...

Early Intervention Services in California: A Journey through Early Start with

Three ChildrenDeveloped by

California Map to Inclusive Child CareWestEd Center for Child & Family Studies

in collaboration with California Department of Developmental Services

California Map to Inclusive Child Care is funded by the California Department of Education, Child Development Division, with a portion of the federal

Child Care Development Fund Quality Improvement Allocation

An Expanded Overview of

California’s Early Start

An Expanded Overview of

California’s Early Start

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Conditions for Use of This Presentation

This PowerPointTM and accompanying notes were developed by the California Map to Inclusive Child Care Project for use in training and educational settings.

This document was reviewed and approved by the California Department of Education, Child Development Division, as well as the Special Education Division and Department of Developmental Services, when appropriate.

The information regarding the laws and regulations were accurate at the time of distribution.

Modification of the content is not permitted. Local information may be used as a supplement, but shall not be represented as part of the document.

Users are free to duplicate this material in its entirety, with appropriate credit, for educational purposes only.

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Intent of This Overview

To assist early educators in understanding the Early Start early intervention system:

when a child in their care, birth to age three years of age, has an identified disability

when they have concerns that a child in their care, birth to age three years of age, might have a disability, developmental delay or be at risk for a developmental disability

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California law since 1980

Lanterman Developmental Disability Act in 1982

California’s History of Serving Infants and Toddlers

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Individuals with Disabilities Education Act (IDEA)

Federal legislation mandates special education for all eligible children

IDEA Part B: services for children with disabilities ages three through twenty-one

IDEA Part C: services for children birth to three years of age

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Early Start is California’s

early intervention service system under Part C

of IDEA

Early Start = Part C

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Early Start seeks to promote and enhance a coordinated, family-

focused service system for infants and toddlers from birth to age three years with a developmental delay, a

disability, or who are at risk of a developmental disability.

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Early Start is Designed to:

Provide a system of referral and assessment that results in individualized services

supports infants and toddlers and their families within their community

Be family-focused by keeping families informed about services for their child

supporting families and including them as collaborative decision makers

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Early Start Administration

The California Department of Developmental Services (DDS) is the lead agency for overall administration of Early Start.

DDS collaborates with the California Department of Education, Special Education Division, in the provision of services for some children.

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Eligibility Criteria

A developmental delay in one or more of five areas

An established risk condition known to cause delay

At high risk for a developmental disability

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Early Start Services

Are designed to meet needs of each infant or toddler and needs of the family

Are provided in “natural environments”

Are provided at no cost to families by qualified personnel

Include transition to appropriate services at three years of age

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Natural Environment

Any setting where typically developing children of a similar chronological age are found

Includes home, neighborhood, child care, preschool, parks, birthday parties, informal gatherings of family and friends, etc.

A “Natural Environment” is more than a location. It is a way of approaching service.

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A Natural Environment

a location where this child would go if he did not have a disability

where other children go who do not have disabilities

in a part of the community where children and families without disabilities spend time when they are not being treated or tested for illness or health issues

a location where people usually go because they have disabilities or medical issues

a location that was chosen because it had specialized equipment

a location that was chosen because it was convenient for specialists who work with the child

Is Is Not

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Early Start Services can Include:

Assistive technology devices/services

Audiology services Family training,

counseling, home visits Some health services Medical services for

diagnosis and evaluation Nursing services Nutrition services Occupational therapy

Physical therapy Psychological services Service coordination Special instruction Social work services Transportation services Speech and language

services Vision services Respite care Others as needed

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Family Involvement

Families are an integral part of evaluation and assessment

Families participate in Individualized Family Service Plan (IFSP) development

Early Start services support families and help them meet the special needs of their infants or toddlers

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Early Start Family Resource Centers (FRCs)

55 FRCs in California receive funding to provide parent-to-parent support to families

FRCs are primarily staffed by parents who have children with special needs

Services are provided in a nonclinical, family-centered atmosphere

Child care providers can also access libraries at FRCs

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Family Resource Centers

Support the emotional and informational needs of families

Provide referral information and outreach to underserved populations

Support child find activities and family/professional collaborative activities

Assist families with transition Provide support services and resources in many

languages Are culturally responsive to the needs of families

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Parents’ Rights

Parents have rights and protections to ensure that early intervention services are provided to their children:

in a manner appropriate to their needs

in consideration of family concerns

in compliance with state and federal statutes

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Mediation and Due Process

Parents have the right to mediation and due process hearings in Early Start if they have a disagreement with a regional center or LEA about:

identification

evaluation

assessment

placement of their child

provision of appropriate early intervention services

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Early Start Looks Different in Each Community.

Why? History

Local decision-making

Locally available resources

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Let’s Follow Three Children on Their Journeys

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We’ll look at the following questions: Who suspected/identified delay, disability, or risk

factor? Who initiated the referral? Who participated in assessment and planning

process? What agencies are involved? What services are provided, where, and by whom? Who monitors the Individualized Family Service Plan

(IFSP)?

Journey Through Early Start

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Micah was born 9 weeks early, at 31 weeks gestation to Shauna

He was small and needed a respirator for breathing for several weeks

Hospital staff talked with Jackson, Micah’s father, about Early Start before Micah left the hospital

Jackson asked hospital staff to call Early Start to start the referral process

Micah

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An assessment was completed by a regional center team: a doctor, occupational therapist (OT), and physical therapist (PT)

A service coordinator from regional center held the IFSP meeting with the family and a local early intervention service provider

The team provided input in writing

Services were provided by a local early intervention agency

Micah

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Micah received weekly visits at his home from an early intervention assistant supervised by a specialist at the early intervention agency

OT and PT were provided monthly

Micah’s child care provider could request a visit at any time

His regional center service coordinator monitored the IFSP

Micah

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Identification & Referral

Who suspected or identified delay, disability, or risk factor? Hospital medical staff

Who initiated the referral? Hospital staff, after talking with Micah’s father

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Assessment & Agencies

Who participated in assessment and planning process? Regional center team: doctor, occupational

therapist (OT), physical therapist (PT) and Micah’s parents

What agencies are involved? Regional center and an early intervention

agency that contracts with regional center

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Services & Monitoring of Services

What services are provided, where, and by whom? Weekly home visits by early interventionist;

monthly home visits by OT and PT.

Who monitors the individualized Family Service Plan (IFSP)? Regional center service coordinator

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Services Provided for Micah:

Assistive technology devices/services

Audiology services Family training,

counseling, home visits Some health services Medical services for

diagnosis and evaluation Nursing services Nutrition services Occupational therapy

Physical therapy Psychological services Service coordination Special instruction Social work services Transportation services Speech and language

services Vision services Respite care Others as needed

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Born full term to Lynn, a teen mom

Zack and his mom live with her parents

By six months, grandparents began to wonder about Zack’s vision

Mom and grandmother discussed concerns with pediatrician

Pediatrician checked, took a “wait and see” approach

Zack

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Grandmother contacted local Family Resource Center (FRC)

Grandmother attended several play days at FRC with Zack

FRC staff supported concerns about Zack’s vision

After several months, Mom requested a referral to a pediatric ophthalmologist

He confirmed Zack’s vision problem and provided referral information to the LEA for Early Start services

Zack

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The LEA was represented by the county office of education infant program

By sixteen months, Zack was assessed by the LEA assessment team, which included a vision specialist

An IFSP was developed by the family and LEA representatives to identify needs and services, with input from the ophthalmologist

Zack

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Weekly home visits are provided by a LEA vision specialist through the county office infant program

Zack is beginning to use specialized equipment to assist him in using his limited vision

This equipment is also called assistive technology devices under IFSP services

Zack

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Identification

Who suspected or identified delay, disability, or risk factor?

Micah: Hospital medical staff

Zack: Grandparents suspected Zack’s vision problem; Family Resource Center staff supported their concern

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Referral

Who initiated the referral?

Micah: Hospital staff, after talking with Micah’s father

Zack: Ophthalmologist provided referral information for Early Start to Zack’s mom and grandmother

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Assessment

Who participated in assessment & planning process?

Micah: Regional center team: doctor, occupational therapist (OT), physical therapist (PT) and Micah’s parents

Zack: Local Education Area (LEA) assessment team and Zack’s mom and grandparents

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Agencies

What agencies are involved?

Micah: Regional center and an early intervention agency that contracts with regional center

Zack: Ophthalmologist, county schools office infant program (the representative of the LEA for Early Start in this county)

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Services

What services are provided, where, and by whom? Micah: Weekly home visits by early

interventionist, monthly home visits by OT and PT

Zack: Weekly visits by the LEA/county schools office infant program vision specialist at home with grandmother and mom

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Monitoring of Services

Who monitors the Individualized Family Service Plan?

Micah: Regional center service coordinator

Zack: County schools office/LEA vision specialist

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Services Provided for Zack:

Assistive technology devices/services

Audiology services Family training,

counseling, home visits Some health services Medical services for

diagnosis & evaluation Nursing services Nutrition services Occupational therapy

Physical therapy Psychological services Service coordination Special instruction Social work services Transportation services Speech and language

services Vision services Respite care Others as needed

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Ana

Ana was a newborn foster child, whose mother has a developmental disability

Her foster parents had some questions about her development. A friend shared that due to her mother’s disability, Ana was eligible for Early Start services as an “at risk infant” (high risk of developmental delay)

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Her foster mother contacted regional center and said, “Someone told me you could help. What do I need to do?”

Regional center scheduled an intake visit at Ana’s home and determined that Ana was eligible for services due to her own developmental disability

Further assessment was completed by a developmental psychologist at a hospital and during a home visit by an early interventionist

Ana

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An early interventionist makes weekly visits to Ana’s family child care home and consults with the OT and PT

Ana’s foster parents take her to OT and PT appointments at the local Children’s Hospital clinic every other week

Since Ana is now 2½, her early interventionist is talking to her foster family about transition to preschool

Ana

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Identification

Who suspected delay, disability, or risk factor?

Micah: Hospital medical staff

Zack: Grandparents suspected Zack’s vision problem; Family Resource Center staff supported their concern

Ana: Ana’s foster mother

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Referral

Who initiated the referral to Early Start?

Micah: Hospital staff, after talking with Micah’s father

Zack: Ophthalmologist provided referral information for Early Start to Zack’s mom and grandmother

Ana: Her foster mother contacted regional center to find out what to do

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Assessment

Who participated in assessment & planning process?

Micah: Regional center team: doctor, occupational therapist, physical therapist and Micah’s parents

Zack: Local Education Area (LEA) assessment team and Zack’s mom and grandparents

Ana: Regional center intake team, county office early intervention team, developmental psychologist, foster parents, and Ana’s social worker

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Agencies

What agencies are involved?

Micah: Regional center and an early intervention agency that contracts with regional center

Zack: Ophthalmologist, County Schools Infant Program

Ana: Regional center, county’s infant program, Children’s Hospital, county foster care program

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Services

What services are provided, where, and by whom?

Micah: Weekly home visits by early interventionist; monthly home visits by OT and PT.

Zack: Weekly home visits by vision specialist

Ana: Home visits and OT/PT consultation by infant program, OT/PT services at medical clinic, and transition services through regional center and school district

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Monitoring of Services

Who monitors the Individualized Family Service Plan?

Micah: Regional center service coordinator

Zack: County schools vision specialist

Ana: Regional center service coordinator

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Services Provided for Ana:

Assistive technology devices/services

Audiology services Family training,

counseling, home visits Some health services Medical services for

diagnosis & evaluation Nursing services Nutrition services Occupational therapy

Physical therapy Psychological services Service coordination Special instruction Social work services Transportation services Speech and language

services Vision services Respite care Others as needed

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Because Early Start (Part C) applies only to a child under three years of age, the law requires the family to be informed about the transition that will occur when the child turns three years of age

Transition services are intended to support and prepare parents and their child to exit Early Start at three years of age

Transition at Three Years of Age

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Transition Options

Special education preschool under Part B

and/or

Ongoing regional center services

and/or

Community options Child care Private preschool or Head Start Remaining at home with the family Other unique options in a community

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Transitions

For more information, see the PowerPoint™ presentation in this series entitled

“Transition in Early Childhood at Age Three for Children with Special Needs”

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For More Information Websites

Map to Inclusive Child Care: www.CAInclusiveChildCare/Map

Early Start: www.dds.ca.gov/EarlyStart/ Other: http://idea.ed.gov, http://www.ideapartnership.org/

Early Childhood Special Education Handbooks available through CDE Press, the California Department of Education’s publisher: www.cde.ca.gov/re/pn/rc/ap/pubcat.aspx

Early Start Resources distributes Early Start products at no cost and maintains an extensive early intervention library: www.wested.org/cd/cpei