EI/ECSE 101: Understanding the Basics of Early Intervention Under IDEA Part C

Kathleen Mankinen, M. Ed.FSDB Outreach Department

Parent Infant Program207 North San Marco Ave.St. Augustine, FL 32084

mankinenk@fsdb.k12.fl.us

History of Early Intervention

1975 Public Law 94-142 The Education of the Handicapped Act

guarantees free and appropriate education to children with disabilities ages 5-21

1986 PL 99-457 extends PL 94-142 down to age three years

and provides for services to infant and toddlers because of a recognized need to minimize the likelihood of institutionalization and maximize the likelihood of independent living and to enhance the capacity of families to meet their child’s needs

IDEA Amendments of 1997PL 105-17

Individuals with Disabilities Education ActPart C

Provides legislative support for family centered early intervention services for infants and toddlers 0-3 with disabilities and their families

IDEA will be reauthorized in 2003- 2004

Overall Goals of Part C Enhance the development of infants and

toddlers with disabilities Reduce future education costs by

minimizing the costs of special education Maximizing independent living and

minimizing the likelihood of institutionalization

Enhancing the capacity of the family to meet the child’s needs

EI Services Mandated by Part-C Assistive Technology Family Training Health Services Medical Services for Diagnosis or Evaluation Nursing Nutrition Services Therapy Services (OT, PT, SLP) Service Coordination Social Work Special Instruction Transportation Vision and Audiology Services

Evolution of Service Delivery

Child Centered to Family Centered For Families to With Families Fragmented to Coordinated Multidisciplinary to Transdisciplinary Standardized to Individualized Clinic to Natural Environment

Assumptions of Family Centered Practices

Families know their children best Family strengths are valued Cultural, racial, ethnic, and

socioeconomic diversity are honored

Families are the constants in their children’s lives

Collaboration, networking essential

Three Things Families Want from Early Interventionists

Emotional Support – friendly, positive, responsive, family oriented, sensitive, competent with families and children

Informational Support – diagnosis, services, what to do with the child

Material Support – access to WIC,SSI, Medicaid, community resources, housing and employment options, materials for daily routines McWilliams, R and Scott, S. (2001) “A Support Approach to Early

Intervention: A Three Part Framework”

Infants and Young Children

IFSP – Individual Family Service Plan

Unique components Comparison with IEP – likenesses

and differences Requirements –teaming,

assessment, timelines, family participation, confidentiality, legal rights

Developing functional outcomes and strategies

What is Natural Environment?

More than just a place Following the child’s lead Cognitive level of the child 0-3 Family/caregivers with the child 70

hours a week EI there 5 hours? When does EI happen?

Challenges to Providing Early Intervention Services

Over half of state lead agencies for Part C are “Health” Natural Environment, Inclusion Transdisciplinary, coordinated

services Teaming Training of Professionals Societal – families working, time

OSEP National Longitudinal Studies for IDEA ‘97

NEILS -- following more than 3, 300 children with disabilities or at risk for disabilities from 0-3 through elementary

PEELS – following a group of children who receive Pre-K Special Education through elementary looking to the variety and effectiveness of Pre-K ESE

Resources for Additional Information:Print Barrera, I.,”From Rocks to Diamonds”, Zero to Three, May 2003 Dunst,C.,Bruder,M., “Valued Outcomes of Service Coordination, Early

Intervention, and Natural Environments” Exceptional Children 2002 Mc Williams,R.,Scott,St., “A Support Approach to Early Intervention: A Three Part

Framework” Infants and Young Children , 2001 Mc Williams, R., “Natural Environments and Inclusion” Young Exceptional

Children Monograph Series No.2 , 2000Websites NECTAS – National Early Childhood Technical Assistance Center http://www.nectac.org University of Illinois at Champaign-Illinois: Culturally and Linguistically

Appropriate Services (CLAS) http://clas.uiuc.edu Utah State University: Supporting Parent Access to Resources, Knowledge,

Linkages, and Education for Parents of Children Who are Deaf-Blind – SPARKLE www.sparkle.usu.edu