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Welcome to Early Intervention:Welcome to Early Intervention:

An Overview of the An Overview of the NJ Early Intervention System NJ Early Intervention System for Families and Caregiversfor Families and Caregivers

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Outline of Presentation

I.I. Who we are?

II. Brief History

III. Key Partners and Their Roles

IV. How Does Early Intervention Support Your Child & Family?

V. What are the Goals of Early Intervention?

VI. What Are Natural Environments?

VII. Individualized Family Service Plan

VIII. Procedural Safeguards

IX. Transition Beyond Early Intervention Services

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I. Who we are?I. Who we are?

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We are The Family Support Team

from your Regional Early Intervention

Collaborative (REIC)

Helpful Hands, theNortheast Regional Early

Intervention Collaborative, Inc.

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REIC Family Support TeamDesiree Suter – Director of Family Support

Lisa Weinstein – Family Support Coordinator

Joy Hammerman – Family Support Coordinator

Helpful Hands, NREIC65 Willowbrook Boulevard, 2nd FloorWayne, New Jersey 07470

(973) 256-8484www.NREIC.org

Serving: Bergen, Hudson and Passaic Counties

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Family Support TeamThis team consists of parents or relatives of children with special needs. We can:

Be a valuable resource to families

Offer general information & support on issues you may have with the Early Intervention System or services

Listen and answer questions

Provide information to community agencies

Host workshops on topics of interest to families

Please visit our website for a current calendar of events

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Helpful Hands, Inc.Northeast Regional Early Intervention Collaborative

Board of Trustees

Executive Director: Patti Ciccone

Director of Family Support:Desiree Suter

Training & Technical Assistance Coordinator: Diane Klemm

Regional Family Support Coordinators:Lisa Weinstein & Joy Hammerman

Office Manager:Laura Lozano

Data Manager:Jean Pagnillo

Service Coordinators:Tara Crawley & Marilyn Nussbaum

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II.II. Brief HistoryBrief History

The BRIEF HISTORY

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Individuals with Disabilities Education Act (IDEA)

1975 marked the beginning of Federal legislation guaranteeing a Free and Appropriate Public Education for school age children with disabilities.

1986 created financial incentives for states to ensure early intervention and preschool services for children birth to 5.

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Early Intervention (Part C) is voluntary for states to provide a system of early intervention services & supports for children ages birth to 3 years, with developmental delays or disabilities & their families

Your local school district in NJ (Part B) guarantees Free & Appropriate Public Education (FAPE) in the Least Restrictive Environment for children with disabilities ages 3-21

You can view a copy of the law and regulations at www.ideapractices.org

Individuals with Disabilities Education Act(IDEA)

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Child Find/Referral

Service Coordination services

Comprehensive, multidisciplinary evaluation/ assessment of child.

Development and ongoing reviews of Individualized Family Service Plan (IFSP)

Procedural safeguards for families

Federal Law allows states to charge families based on an Federal Law allows states to charge families based on an ability to pay for IFSP services other than those ability to pay for IFSP services other than those mentioned above. mentioned above.

IDEA guarantees the following entitlements at no cost to families:

TEST

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NEW JERSEY’S EI SYSTEM

COUNTY BASED SPECIAL CHILD

HEALTH SERVICES

(SCHS)

CASE MANAGEMENT

CHILDREN0-21 YEARS

SERVICE COORDINATION

CHILDREN0-3 YEARS

NJ STATE INTERAGENCY COORDINATING COUNCIL (SICC)

ADVISORY

NEW JERSEY DEPARMENT OF

HEALTH & SENIOR SERVICES

HELPFUL HANDS

NORTHEAST REIC

MID-JERSEY CARES REIC

SOUTHERN NJ REIC

FAMILY LINKREIC

EARLY INTERVENTION

PROVIDER AGENCIES

TEST

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III. Key Partners and Their Roles

Who?

What? How? Where?

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What is Service What is Service Coordination?Coordination?

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Service Coordination Every family is assigned a service coordinator who works at Special Child

Health Services.

Your Service Coordinator works with your family to:

Complete an initial intake

Coordinate your child’s evaluation

Explain and collect information needed to determine family cost share

Help your family develop an Individualized Family Service Plan (IFSP) to address the child’s & family’s needs

Coordinate implementation of services

Review and update the IFSP

Provide information about resources available in the community to support your child & family

Complete Transition planning to community programs, including preschool

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Who are Early Intervention Who are Early Intervention Program (EIP) Agencies?Program (EIP) Agencies?

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Provider Agencies Letter of Agreements with DHSS

Ensure Quality of Services

Supervision of Practitioners (PT,OT,ST, DI, etc.)

There are two types of EIP Provider Agencies:- Comprehensive (provides full array of services)- Vendors (provides specific services if services are unavailable through comprehensive)

Communicates with Service Coordination for Provision of Services

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Early Intervention Practitioners Early intervention practitioners:

Work with your child and family to provide developmental intervention.

Represent a variety of disciplines such as physical therapy, occupational therapy, speech & language therapy, special education teachers, social workers, and nurses.

Are trained in working with young children and their families.

Continually enhance their skills and knowledge through ongoing professional development opportunities.

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Family Participation You are an equal and valuable member of the team.

- provide information, ask questions, actively participate in sessions, etc.

Your participation is very valuable to the team.

Families and early intervention practitioners work together as partners.

Supports and services are based on each child’s needs and their family’s concerns, priorities and resources.

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All of us are better than one of us….

When working with infants, toddlers, and their families, no single individual, discipline or agency can meet the needs of each child.

Together, with you, your family, early intervention providers, service coordinators and other community agencies, we can work as a team to meet your children’s needs and support your child’s development.

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IV. How Does Early Intervention Support Your

Child and Family?

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Recognizes that your family is the most important influence in your child’s life.

Respects and enhances your ability to support your child’s learning & development.

Provides supports & services within everyday family routines & activities.

Helps families learn more about using community resources, services and connecting to the community.

Early Intervention…

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Helps families build their knowledge and skills to aid in the development of their child with special needs.

Offers families opportunities to meet, support one another, discuss problems, and share information and resources.

Helps families with the practical and emotional challenges that may come with having children with special needs.

Early Intervention…

Child Development Resource: A Guide to Early Intervention

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V. What are the Goals of Early V. What are the Goals of Early Intervention?Intervention?

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To increase the capacity of families to meet the developmental and health related needs of infants and toddlers birth to 3 years who have disabilities or delays in development.

To provide quality early supports and services to families to help their children.

To support families as their children transition from early intervention into other community based programs-including school systems, childcare, playgroups, etc.

The Goals of EI are:

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VI. What Are Natural Environments?VI. What Are Natural Environments?

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Natural Environments are defined in the Federal law as settings that are natural for young children who have no disabilities.

Natural Environments are places in the home and community where all children and families live, work, worship and play.

Natural Environments

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Learning OpportunitiesWe know that family and community experiences and events provide children with learning opportunities every day.

Learning opportunities for your child happen during your family’s typical activities and routines.

These learning opportunities are chances to support and encourage your child’s development and real world experiences.

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Why do we work in Natural Why do we work in Natural Environments?Environments?

TEST

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TESTYoung children learn skills most effectively when practiced within typical daily routines where they will need to use their skills

EI gives ideas to help families take advantage of learning opportunities that occur during daily activities & family routines

Everyday routines, activities, & interactions that family members already provide offer children rich learning & development opportunities

Child Development Resources: a guide to early intervention

Research and Experience shows…

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Natural Learning EnvironmentsPlaying in natural learning environments will address your child's development in the following areas:

• Gross motor skills – crawling, walking, jumping

• Fine motor skills – using hands to play or eat

• Communication – speech & language

• Sensory – vision & hearing

• Cognitive – thinking & learning

• Social or Emotional – interaction with others & the environment

• Adaptive – self-help skills (ex. eating, dressing)

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Examples of Natural Learning Environments

Riding in shopping cart, car, bus & stroller

Water play in the bath-tub, pool & ocean

Story time at the library

Restaurants, the mall, the doctor’s office

Exploring nature

Places of worship

Childcare settings

Listening to music & dancing

Greeting people playing with siblings

Playing peek a boo, rolling balls, naming colors & objects

The playground, swings & slide

Playing with siblings

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A Note About Siblings

• Your child’s relationship with his/ her siblings is another very important relationship and often the longest in their lifetime.

• The role of early intervention is to support your family. Siblings along with other family members, can also be a part of early intervention activities.

• Siblings are also important in the learning process for their sibling with special needs.

• There are several resources available for your family such as http://www.thearc.org/siblingsupport

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The Whole Child ModelThe Whole Child Model

Community

Significant

Others

Child with

Special Needs

Bio/Physical Psychologic

al Socio-Cultural

Cognitive

Health Support Agencies

Mental Health

Agencies

Medical Care

Nuclear Family

Extended Family

Religious Groups

Legal System

Child’s Friends

Family Friends

Child Care Syste

m

Self-Help Groups

Co-Workers

Neighbors

School System

Employment/ Finance

Resource/Referral Agencies

RecreationMedia

Transportation

Reprinted with permission of author-C. Newman, Community Coordinated Childcare of Union County 1994

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VII. Individualized Family Service PlanVII. Individualized Family Service Plan(IFSP)(IFSP)

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The IFSP Team Includes

• Your Family

• Service Coordinator

• Members of the Evaluation team (as appropriate)

• Early Intervention Practitioner

• Anyone else your family would like to participate

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The IFSP is a written plan of action that you develop with your team that:

Describes your child’s current level of development.

Addresses your child and family’s strengths and concerns.

Identifies your family’s concerns, priorities and resources.

Develops activities and strategies needed to meet your goals.

The IFSP is reviewed at least every 6 months or more often as needed.

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Working with Your Healthcare Providers

Your healthcare provider(s) may have input into the IFSP/ Early Intervention process if you choose.

This may occur in person, by phone, or by written information.

Sharing information with your primary healthcare provider about your child’s progress in early intervention will ensure that your physician has the information to assist you in your child’s overall growth and development.

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OutcomesDuring an IFSP meeting the team will address changes a family wants to see for their child or for their family. These are called Outcomes.

Examples of Outcomes:

• Christy will play with a few toys on her own.

• We will take Miguel to church.

• Mikey will get around on his own.

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Services & SupportsAfter the IFSP team has identified outcomes for the child and family necessary services and supports are determined.

Services & Supports can include:

• Developmental Intervention

• Occupational, physical, and/or speech therapy

• Assistive technology devices or services

• Family training, social work services & counseling

• Vision & hearing services

• Nursing & nutrition supports

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What is What is Developmental Intervention?Developmental Intervention?

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Developmental Intervention Is the comprehensive service that addresses

all areas of development;

Is provided by early intervention staff members with varying professionals degrees and backgrounds;

Supports your family by providing information and skills to enhance your child’s development;

Helps to design learning environments and activities to promote your child’s skill development;

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Discipline Specific Therapy(OT, PT & ST)

• All qualified early interventionists, regardless of professional discipline, may provide developmental intervention.

• Discipline therapy may be needed to support developmental intervention.

• An assessment is required to determine the need for a specific therapy.

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VIII. Procedural SafeguardsVIII. Procedural Safeguards

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There are informal and formal ways of resolving your concerns about your early intervention experiences:

Informal - Discussions with the early intervention practitioner/agency, Regional Early Intervention Collaborative, or the Procedural Safeguards office.

Formal Mediation - It is voluntary for family participation. Compromise is always the goal.

Due process - hearing before a knowledgeable, impartial hearing panel is also available. The panel is comprised of a parent of a child with special needs, an attorney, and a professional with a background in early childhood development.

Complaint – Families can also file a request to resolve administrative complaints.

Procedural Safeguards

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Procedural Safeguards

Informed Written Consent

Written Prior Notice

Review of Records

Confidentiality of Records

Mediation

Due Process Hearing

Resolution of Complaints

Surrogate Parents

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Procedural Safeguards

Contact Information:

Department of Health & Senior ServicesProcedural Safeguards OfficeNJ Early Intervention SystemP.O. Box 364Trenton, New Jersey 08625-03641 877-258-6585 (toll free)

www.state.nj.us/health/fhs/eiphome.htm

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IX. Transition BeyondIX. Transition Beyond Early Intervention Services Early Intervention Services

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Transition Your child and family will exit from Early Intervention into new

activities in your community and possibly new education services and programs through your local school district.

Your service coordinator will work with you to develop a transition plan.

A child may Transition because:

- Your child turns age 3**

- Your child has progressed and no longer meets the eligibility criteria for Early Intervention or,

- You move within the state or to another state

** Family Support Coordinators conduct detailed workshops on the topic of Transition to Preschool

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We believe in the inherent strength and resilience of

families.

Our aim is to empower families & build on your strengths in raising your

child with special needs.

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“Success is to be measured not so much by

the position that one has reached in life

as by the obstacles which he has overcome while trying to succeed”

Booker T. Washington