C A L I F O R N I A E A R L Y S T A R T

A G U I D E F O R P A R E N T S

Early Intervention services system encouraging partnerships between families and professionals, family support, and coordination of services.

Special Education

ForPreschoolers

E A R L Y S T A R T T R A N S I T I O N

Notes:

E A R L Y S T A R T T R A N S I T I O N

Table of Contents

Contacts...............................…………………………………………………….…………1

Timelines..............................................................................................................................2

Introduction(DearParents)…………………………………………………….…………3

WhatisSpecialEducation?.................................................................................................4

WhatDoesIDEAProvide?..................................................................................................4

DifferencesBetweenInfant/ToddlerandPreschoolPrograms............................................5

AssessmentProcedures........................................................................................................6

DeterminingEligibilityforSpecialEducation...................................................................7

WhatisthePurposeofanIEP?............................................................................................8

ParentInvolvementinEducationDecisions........................................................................9

TheIndividualizedEducationProgram(IEP)......................................................................9

WhatAretheComponentsofanIEP?..............................................................................10

LeastRestrictiveEnvironment(LRE)...............................................................................11

EducationalSettings...........................................................................................................11

CommunitySettings......................................……………………………………....…….12

SpecialEducationPreschool..............................................................................................13

ParentRightsandProceduralSafeguards....……………………………..……....…....…14

YouHaveResponsibilities,Too...................……………………………..……....…....…14

Acknowledgements……………...................................…………………………..……....15

E A R L Y S T A R T T R A N S I T I O N 1

Names, Numbers and Dates to Remember:

Contacts:EarlyStartServiceCoordinator:__________________________________

PhoneNumber:_______________________________________________

EarlyStartProgramManager: ___________________________________

PhoneNumber:_______________________________________________

SDRCServiceCoordinator: ____________________________________

PhoneNumber:_______________________________________________

SDRCProgramManager:______________________________________

PhoneNumber:_______________________________________________

EducationContact:____________________________________________

PhoneNumber:_______________________________________________

ExceptionalFamilyResourceCenterContact:_______________________

PhoneNumber:_______________________________________________

Scheduled Evaluations/Meetings:MedicalEvaluation(ifapplicable): Date:________________ Time:_________________

Developmental/PsychologicalEvaluation: Date:________________ Time:_________________

FinalReviewofIFSP: Date:________________ Time:_________________

Other Meetings:_________________________________________________________

_________________________________________________________

_________________________________________________________

E A R L Y S T A R T T R A N S I T I O N

Transition Year Timelines

Child turns 2 years old

• AgoaliswrittenontheIndividualizedFamilyServicePlan(IFSP) thattransitionplanningactivitieswilloccur.

• “EarlyStartTransitionforParents”bookletisofferedtofamily.*

• Permissiontosharechildinformationwithdistrictissigned.

Around 2 years 6 months

• IFSPperiodicreview

• “SpecialEducationServicesforPreschoolers”bookletofferedtofamily.*

• ServicecoordinatorschedulesIFSPfortransitionconferencemeeting (asearlyas2years3monthsandnolaterthan2years9months).

Around 2 years 9 months (orasearlyas2years6months)

• TransitionPlanningMeetingwithrepresentativesfromschooldistricts, HeadStart,etc.,toexplaintheirservicestofamily.

By 2 years 10 months

• FamilyreceivesanAssessmentPlanfromdistrict.Familysignsand returnsAssessmentPlanbeginning60daytimeline.

Before third birthday• IEPmeetingisheldand,ifchildiseligible,IEPiswritten.

Third birthday• Childbeginsservices.

*Childrenreferredbetween2years10monthsand3-years-oldareofferedbookletsatfirstmeeting

2

E A R L Y S T A R T T R A N S I T I O N 3

Dear Parents,

Thisbookletisallaboutspecialeducationandwhatyouneedtoknowtomakeitapositiveexperienceforyourchild.Youwillwanttounderstandtheprocessesandproceduresthatwilloccur,aswellasyourrightsasaparent,inordertomakedecisionsandactivelyparticipateinthemeetings.Theremaybeanumberofnewtermsthatyouarenotfamiliarwith,butcontinuereadingandthetermwillbeexplainedinmoredetail.

DuringthelastsixmonthsthatyourchildisinEarlyStart,aspecifictimelineofproceduresisrequired.Therewillbedecisionsyouwanttoparticipateinthatmayleaduptoareferraltospecialeducationandculminateindevelop-inganIndividualizedEducationProgram(IEP)foryourchild.Yourpart-nershipwiththeprofessionalsduringthisprocessiscritical.Asyouareanimportantmemberoftheteamandknowyourchildbest,besuretoaskanyquestionsyouhaveandprovideanyinformationyoufeelispertinent.

MovingfromtheEarlyStartprogrammaybeunsettling.Manythingsarechangingatonce.Youwillbelearningnewtermsandbeginningrelationshipswithnewpeople.Helpyourchildtobeginhis/hernewexperiencebystayingpositiveandtakingcareofyourself.Itmayhelptorememberthatthedecisionsyoumakenowdonothavetobepermanent.It’sokaytomakeplansandchangethemlaterifyouneedto.

Inadditionaltoreadingthisbooklet,youmaywanttotalkwithsomeonewhoisfamiliarwiththespecialeducationsystem.Youcanaskyourserviceproviderorstaffattheschooldistrictformoreinformation.YoumayalsocalltheExceptionalFamilyResourceCenter(EFRC)tospeaktoaparentwhohasbeenthroughtheprocesswiththeirownchild.Weallwantyourchildtoprogressintheupcomingyearsandtosupportyouthroughtheeducationalprocess.

Your Early Intervention Team and EFRC

E A R L Y S T A R T T R A N S I T I O N 224

What Is Special Education?Specialeducation,partofthepubliceducationsystem,isinstructionandrelatedservicesdesigned,atnocosttoyou,tomeetyourchild’suniqueeducationalneeds,whichcannotbemetthroughmodificationofthegeneraleducationcurriculum.Itprovidesacontinuumofserviceoptionstomeettheeducationalneedsofchildrenwithdisabilitiesintheleastrestrictiveenvironment.Specialeducationprovidesyourchildspeciallydesignedinstructiontoenablehim/hertoprogress.YourrightsandprotectionfortheseservicesareguaranteedundertheIndividualswithDisabilitiesEducationAct,afederallawreferredtoasIDEA.

What Does IDEA Provide?ThesixprimarycomponentsofIDEAare:

1. Assessment/Evaluation Procedures Assessment/evaluationisthefirststepindeterminingifyourchildiseligiblefor specialeducation.Noassessmentmaybeconductedwithoutyourwritten consentontheAssessmentPlan.

2. Parent Involvement in Educational Decisions ThelawprovidesforyourinvolvementintheassessmentprocessandattheIEP meeting.YouareanessentialpartoftheIEPteam.Itisimportanttoask questionsandshareyourperspectiveatalltimes.

3. Placement in the “Least Restrictive Environment” (LRE) IDEArequiresthatyourchildbeeducatedintheLRE,thatenvironmentwhich isascloseaspossibletogeneraleducationwithchildrenwhoarenotdisabled. LREisdeterminedbytheIEPteam,andmayormaynotbeinageneral educationclassroomsetting.

4. A Free and Appropriate Public Education (FAPE) IDEAensuresyourchildwithspecialneeds,betweentheagesof0-22years, receivesaneducationalprogramspeciallydesignedtomeethisorherunique needs,providedatnocosttoyou.

5. A Written Individualized Education Program (IEP) Beforeyourchildreceivesspecialeducationservices,awrittenIEPisdeveloped. Itisreviewedatleastannuallyatameetinginwhichyouattendandparticipate. SpecialeducationservicesbeginonlyafteryouagreetoandsigntheIEP.

6. The Right of Due Process, if there is a Dispute Thisisasafeguardthatprotectsyourrightsasaparentorguardiantodisagree witheducationaldecisionsmadeforyourchild.

E A R L Y S T A R T T R A N S I T I O N 5

Differences Between Infant/Toddler and Preschool Programs EarlyStartinfant/toddlerprogramsarebasedonamodelwhereservicesaredeliveredinnaturalenvironmentssuchascommunitysettingsorathome.Infantsandtheirfamiliesreceiveearlyinterventionservicesindi-viduallyorinsmallgroups.Emphasisisplacedonprovidingsupporttotheparentandchildthroughthehelpofa“servicecoordinator.”ThefocusofEarlyStartisonthechildandfamily,whilethegoalistoassistpar-entsinsupportingthegrowthanddevelopmentoftheirchildwithspecialneeds.

Whenyourchildbeginsapreschoolprogram,theemphasisshiftstoaneducationalmodelwhichfocusessolelyonyourchild.Theemphasisofthepreschoolprogramwillbeonmeetingyourchild’suniqueneeds.ThepreschoolcurriculumisbasedontheCaliforniaPreschoolStandardswhichfocusonsocialinteractionwithchildrenandadults,languagedevelopment,andotherpre-academicskills.Teachingactivitiesinpreschoolgenerallyoccurinalargegroup,smallgroups,and/oratlearningcenters.Yourchildmayreceivesomeindividualinstructionand/orservicetoaddressgoalsdevelopedintheIEP.

Length of Day and Number of Days Per Week:Thescheduleforyourchild’spreschoolprogramwillprobablybequitedifferentfromtheinfantprogram.Generally,preschoolprogramsmeettwotofivehalf-daysperweek.Theamountoftimeyourchildspendsinpreschoolisdependentonhis/herneedsandisnotthesameforallchildren.

Location of the Program:SpecialEducationisaservice,notalocation,thereforeforspecialeducationpreschoolprogramsmayvary.Yourchildwillbeprovidedopportunitiestoparticipateinavarietyofactivitieswithchildrenwithoutdisabilitiestotheextentthatisappropriate.

E A R L Y S T A R T T R A N S I T I O N 6

Assessment Procedures Thegoaloftheschooldistrict’sassessmentteamistoobtaininformationaboutyourchild.Thisinformationisusedtodetermineifyourchildiseligibleforspecialeducationandtoidentifyhis/herareasofneed.Anassessment(sometimesreferredtoasanevaluation)isawayoflookingatthewholechildtolearnabouthisorherstrengthsandareasofneed.Youareanimportantmemberoftheteam,andyoucanprovidevaluableinformationaboutyourchild.Remember,yourchildwillbeassessedonlyintheareasofconcern.Youmaywanttosharewithstaffanyassessmentsordevelopmentalassessmentscompletedbyotheragencies.

Notestingwilloccuruntilyouhavebeennotifiedofthetypesofassessmentstobedoneandyougiveyourwrittenconsentfortheassessment.Acasemanagerfromtheschooldistrictwillsendyoupaperworkrequestingyoutogivewrittenconsentfordistrictstafftoassessyourchild.Theassessmentplan(orevaluationplan)identifiestheareasofneedtobeassessedsuchascommunication,academic,motor,health,etc.,andthespecialistwhowilladministerthem.Ifyoufeelanareaofneedhasnotbeenaddressed,besuretocontactthecasemanagertodiscussyourconcerns.YouwillalsobegivenacopyofParent Rights and Procedural Safe-guardsthatdescribesyourrightsintheassessmentandeducationofyourchild.

Assessments typically include the following:

• Observationsbystaffwhohaveworkedwithyourchild.

• Medicalhistory,whenit’srelevanttoyourchild’sperformanceinschool.

• Informationyouprovideaboutyourchild’spreviousschoolexperiences,abilities, behavioroutsideoftheschoolsetting,andfeelingsaboutschool.

• Whenstandardizedtestsareconsideredinappropriateforchildrenagesthreethrough fiveyears,alternativeproceduresmaybeused,suchasdevelopmentalchecklists, observationsandinterviews.

• Avarietyofassessmentproceduresmaybeusedtoassessyourchild.Yourchildmay beseenindividuallywithdifferentmembersoftheassessmentteam,oryouandyour childmaybeinvolvedwithalloftheteammembersduringoneappointment.

Remember, you’ve known your child longer than anyone, and you observe him/her in many different situations. You have important information to offer!

E A R L Y S T A R T T R A N S I T I O N 7

Theassessmentformsthebasisforyourchild’seducationalprogram.Forthatreason,itisimportantthatyou,astheparent,participatetoensurethatanaccuratepictureofyourchildisobtained.Alltestsareadministeredbyqualifiedpersonnel,andavarietyofassessmentsprocedureswillbeused.Testsareanimportantpartoftheassessmentprocessandarecomprehensive.Yourchildwillbeassessedinhis/herprimarylanguage,orothermodeofcommunication,inawaythatdoesn’tdiscriminateintermsofdisabilityorracial/culturalbackground.

IfyouagreewiththeAssessmentPlan,assoonaspossiblesign,dateandreturnittotheschooldistrictstaffmemberwhopreparedandsentthematerials.Theassessmentcannotproceeduntilitisreceived.OncetheDistrictreceivesyoursignedAssessmentPlan,Districtstaffwillscheduletheassessment.AnIEPmeetingmustbeheldwithin60calendardaysofreceiptofyourwrittenconsent(notcountingschoolrecessdaysinexcessof5schooldays).

Determining Eligibility for Special Education Eligibilityforspecialeducationservicesatage3yearsisdeterminedbytheIEPteambasedontheresultsoftheassessmentofyourchild.Yourchildiseligibleif,baseduponassessmentresults,he/shemeetstheCaliforniaEducationCodeeligibilitycriteriaforoneofthefollowing14disabilities:

• Autism

• Deaf

• Deaf-Blind

• Emotionaldisturbance

• Establishedmedicaldisability

• Hearingimpairment

• Intellectualdisability

• Multipledisabilities

• Orthopedicimpairment

• Otherhealthimpairment

• Specificlearningdisability

• Speechorlanguageimpairment

• Traumaticbraininjury

• Visualimpairment

E A R L Y S T A R T T R A N S I T I O N 8

What Is The Purpose Of An IEP? Onceachildhasbeenreferredandanassessmentcompleted,anIEPmeetingisheld.TheIEPmeetinghasseveralpurposes.Theteamsharestheassessmentinformationtodetermineifyourchildmeetseligibilitycriteriaspecifiedbythestatetobeconsideredachildwithadisability.Ifachildiseligibleforspecialeducation,thesecondpurposeistodevelopmeasurableannualgoalsintheareasofyourchild’sidentifiedneeds.ThethirdpurposeofanIEPmeetingistoensurethatappropriatespecialeducationservicesareidentifiedtoaddressyourchild’sneeds.AttheconclusionoftheIEPmeeting,youmayrequesttoobservetheproposededucationalprogram.Ifyourchildiseligibletoreceiveservicesthroughtheschooldistrict,youwillneedtoregister/enrollyourchildattheschool.

What Is The Team Approach? TheteamapproachisthecooperativeeffortbetweenyouandthevariousspecialiststodeveloptheIEPthatmeetsyourchild’sneeds.Youareanimportantpartoftheteam.AttheIEPmeeting,theIEPteamreviewsassessmentresults,determineseligibility,anddevelopstheIEP.Themeetingisheldattheschoolatatimethatismutuallyagreeabletoparentsandstaff.Teachersandotherspecialistskeeprecordsofyourchild’sserviceandprogress.Youwillbeinformedofyourchild’sprogressthreetofourtimesayear.

Who Participates in an IEP Meeting?ItisrequiredthatthefollowingindividualsparticipateatanIEPmeeting:

• You,theparentorguardian

• Adistrictdesignee

• Aspecialeducationprovider(suchasaspecialeducationteacher, speechpathologist,etc.)

• Ageneraleducationteacher

• Thestaffwhohaveassessedyourchild,orsomeonewhounderstands theassessmentproceduresusedwithyourchildandisfamiliarwiththeresults

• Othermembersmayincludethosedeterminedbytheschool(e.g.,interpreter, psychologist,counselor)

• Otherindividualsyouinvitetothemeetingwhohaveknowledgeofyour child(e.g.,friendofparents,oraRegionalCenterrepresentativeifyour childisaRegionalCenterclient)

E A R L Y S T A R T T R A N S I T I O N 9

Parent Involvement In Education Decisions Itisimportantthatyoubeaninvolvedparticipantinthedecision-makingprocessatallphasesofyourchild’seducation.Youareanessentialmemberoftheteamthathelpstodeveloptheservicesnecessaryandthegoalsyourchildwillworktowardtoaddresshis/herneeds.Yourknowledgeofyourchildisessentialindevelopinganeducationalplan.

The Individualized Education Program (IEP)TheIEPisadocumentthatiswrittenforeachchildwithadisabilitybetweentheagesof3and22yearswhoiseligibletoreceivespecialeducation.Itisdevelopedbyyourchild’steamandguaranteesdeliveryofappropriateservicesforchildrenwhomeeteligibilityrequirements.Itidentifiesthestrengthsandareasofneed(s)ofyourchildaswellasthegoalsandobjectivestoaddressthoseneeds.ItalsoincludesotherinformationdiscussedduringtheIEPmeeting.TheIEPisaplanthatistypicallywrittenforayear.AcopyoftheIEPwillbegiventoyouattheendofthemeeting.

EachpersonwhoparticipatesintheIEPmeetingwillbeaskedtosigntheIEP.Ifyouareunsureabouttheappropriatenessoftheteam’srecommendationsyoumay: 1. Thinkaboutitforafewdays, 2. Expressyourdisagreementsothatmorediscussionmayoccur;or, 3. Indicatethepartswithwhichyoudoagree.

IfyouhaveconcernsabouttheIEPanddonotsign,youmaysignthatyouwere“InAttendance.”Ifyoudisagreewithanyoftherecommendationsregardingyourchild’sservicesandareunabletoresolvetheissue,yourproceduralsafeguards(parent’srights)enableyoutoexerciseyourrighttodueprocess.Ifyouneedassistance,adistrictrepresentativeisrequiredtohelpyouwiththisprocess.Becausedistrictsprefertoworkcollaborativelywithparents,youareencouragedtocontacttheDistrict’sProgramSpecialistorDirectorofSpecialEducationifyoufeelthatadisagreementcannotberesolvedwiththeteam.Schooldistrictsmayhavepersonneland/orservicestohelpyouresolvedisagreements.

Remember:YoumaychangeyourmindanddecideyoudonotwantSpecialEducationservicesforyouchildwithoutbeingconcernedthatdistrictorRegionalCenterstaffwillobject.

E A R L Y S T A R T T R A N S I T I O N 10

What Are The Components Of An IEP? 1. Your Child’s Present Level of Performance Thesearestatementsdescribingyourchild’sstrengthsandareasofneedbasedon assessmentresults.Thesestatementsdescribeyourchildskillsandlikelymatch yourknowledgeofyourchild’sabilities.

2. Annual Long Term Goals Goalsaredevelopedbasedontheassessmentinformationtoaddressyourchild’sareas ofneed.Theyfocusonskillsandbehaviorsthatyourchildandhis/herteacherwill targetoverthenextschoolyear(e.g.,Marywillmatchthebasiccolors;Bobbywill use2wordphrasestocommunicatehiswantsandneeds).Yourinputwillhelp determineifthesegoalsareappropriatebasedonwhatyouknowaboutyourchild.

3. Educational Services TheIEPteamdeterminestheprogramsand/orservicesyourchildneedstobenefitfrom his/hereducationalprogram.Astatementoftheextenttowhichyourchildwillbe includedinthegeneraleducationprogramisalsointheIEP.Somemeaningfulcontact with“typical”childrenthesameageshouldbedefined.

4. Related Services Relatedserviceswillbeprovidedtoachildwhoisfoundeligibleforspecialeducationif theyareidentifiedbytheschooldistrict’sIEPteamtobeeducationallynecessaryfor thechildtobenefitfromhisspecialeducationprogram.Relatedservicesinclude: adaptedphysicaleducation(APE),audiologicalservices,speech/languagetherapy, occupationaltherapy,orientationandmobilityservices,assistivetechnology,etc. Instructionmaybeprovidedatalocalschoolorothercommunity/educationsetting. TheIEPwillindicatethedatetheservicebegins,howlongitwilllast,the location,andhowfrequentlyitwillbeprovided.

5. Evaluation and Review Theteacher(s)andotherspecialistswhoworkwithyourchildareresponsiblefor designinglearningtasksandactivitiestohelpyourchildachievethegoals.Although thegoalsarewritten,theIEPdoesnotguaranteethatthechildwilldevelopthoseskills. TheIEPneedstobereviewedatanIEPteammeetingatleastonceperyear.Atthe annualmeeting,youwillreceiveinformationfromyourchild’steacherandor specialistsabouttheprogressyourchildhasmade.Sometimessamplesofyour child’sworkwillbebroughttothemeetingtosharewithyou.Youmayrequestan IEPmeetingbeforeayear,andonewillbeheldwithin30daysofyourrequest.

E A R L Y S T A R T T R A N S I T I O N 11

Least Restrictive Environment (LRE)ThefederalandstatelawsthatgovernspecialeducationrequirethattheIEPteamprovideprogramsandservicesintheLeastRestrictiveEnvironment(LRE).LeastRestrictiveEnvironmentisdefinedasthesettingthatensuresyourchildiseducatedwithtypicallydevelopingchildrentothemaximumextentappropriate.Theconceptsof“mainstreaming”and“inclusion”arebasedonLeastRestrictiveEnvironment,keepinginmindthatspecialeducationisaserviceratherthanalocation.

Educational SettingsIDEAgivesyoutheopportunitytodecide,withthemembersoftheIEPteam,theleastrestrictiveeducationalsettingthatwillmeetyourchild’seducationalneeds.Optionsmayinclude:

• Specialinstructionprovidedbyaspecialistinapublicgeneral educationpreschoolclassroom.

• RelatedServiceonly:thesettingforyourchild’sservicemaynot alwaysbeaclassroom.Forexample,ifyourchildonlyreceives speechtherapy,theservicemaybeprovidedatalocalpublicschool atscheduleddatesandtimes.

• PreschoolSpecialEducationclassrooms:asettingforchildren withsignificantdisabilitieswhoneedthemajorityoftheirspecial educationserviceprovidedinaself-containedclassroom. Theseclassroomsaretypicallylocatedatschoolsinthedistrict.

E A R L Y S T A R T T R A N S I T I O N 12

Community Public Preschool OptionsWithinthecommunity,thereareavarietyofpublicpreschooloptions:

Parent Participation Preschool Classesoperatedbytheadulteducationalprogramareprovidedatsomecommunitycolleges.Thesepreschoolclassesallowparentsorcaregiverstoparticipatewiththeirchildinadevelopmentallyappropriatepreschoolprogram.Avarietyofclassschedulesareofferedthroughouttheweek.Parentparticipationintheprogramdecreasesaschildrengetoldersothatthepreschoolershaveincreasingexperienceinlargergroups.Parentsareabletolearnskillsforworkingwiththeirchildaswellasgetsupportfromotherparentsintheprogram.

Head Start(HS)isafederallyfundedpreschoolprogramthatprimarilyserveschildrenfromfamilieswhomeetincomeeligibility.HeadStartisrequiredtomakeavailableatleast10percentofallitsfundedslotstochildrenwithspecialneeds.SomeHeadStartsprovidetransportation.Duetospacelimitations,HeadStartgivespriorityto4-year-oldchildrenwhomeetincomeguidelinesandtochildrenwhohavespecialneeds.Thereisnocosttoparentsforthisprogram;however,parentsarestronglyencouragedtovolunteertimeintheclassroomoronvariousadvisorycommittees.ItishelpfultoinviteaHeadStartspecialeducationcoordinatortoyourchild’stransitionIFSPmeeting.Ifinterested,haveyourServiceCoordinatorcontactHSandarrangefortheirparticipationintheIEP.

Child Development Centersarestateandfederallyfundedpreschoolprogramsprovidedbypublic,privateandparochialagencies.Theseprogramsprimarilyserveparentswhorequirechildcarebecausetheyareworkingorintrainingforwork.Eligibilityisbaseduponthefamilyincome.Afeemaybechargeddependinguponthefamily’sincomelevel.Centersgenerallyopenat6:30a.m.andclosebetween5:30and6:00p.m.Childrenwhoare2½throughpreschoolageareeligible.Thefacilitymustbelicensedbythestatedepartmentofsocialservicescommunitycarelicensingdivision.

State Preschool Programsareoperatedinsomelocalschooldistricts.Theseprogramsarehalf-daypreschoolprogramsthatprovidedevelopmentallyappropriateinstructionforchildren.Somestatefundedpreschoolprogramshaveincomerequirementsforfamilies.Parentinvolvementisencouraged.Moreinformationaboutstatefundedandotherdistrictpreschoolprogramsisavailablefromyourlocalschooldistrict.

E A R L Y S T A R T T R A N S I T I O N 13

Private Preschool and Child Care Programsareoperatedbyreligiousorganizationsandotherprivatecorporations.Ifyourchildisenrolledinaprivatepreschoolbyyourchoice,you,astheparent,areresponsibleforyourchild’stuitiontoattendthatschool.Ifitisdeterminedthatyourchildneedsspecialeducationservices,yourschooldistrictrepresentativeswillprovideyouwithinformationaboutspecialeducationservicedeliveryforpreschool-agedchildrenenrolledinprivatepreschools.

Planning ahead is very important when public or private schools is desired, as many have waiting lists or enrollment periods that do not match your child’s birthday. It is recommended that you contact the program at least 6 months before your child’s 3rd birthday.

Special Education PreschoolSpecialeducationpreschoolclassesareforchildrenwithdisabilitieswhomeeteligibilitycriteriaspecifiedbyIDEAandwhoseneedsrequireaself-containedclass.Preschoolprogramsmaybeprovideduptofivehalf-daysperweek,dependingonthechild’sindividualneeds.Classroomsarestaffedbyonecertificatedspecialeducationteacherandoneormoreparaprofessionals.ActivitiesintheclassroomaredesignedtohelpchildrenreachthegoalsspecifiedontheirIEPsaswellastoprovideastimulating,developmentallyappropriatepreschoolprogram.RelatedservicesareprovidedasdeterminedbytheIEPteam.Thereisnocosttoparents.

Familiesmayfinditdesirabletouseacombinationofprogramsfortheirchild.Somechildrenattendaspecialeducationpreschoolprogramtwoorthreedaysperweekandacommunitypreschoolprogramonotherdays.Somefamilieschoosetouseothercommunityresources,suchasrecreationorgymnasticclasses,religiousschoolsorinformalsocialgroupstoprovidefortheirchild’sneedsinadditiontotheschoolprogram.Becausechildrenhavedifferentneeds,developingacombinationprogramisawaytoindividualizeandpersonalizeservicesforachildwithspecialneeds.

Talkwithyourschooldistrict’srepresentativeifyouhavequestionsorwouldlikemoreinformationaboutpreschooloptionsinyourcommunity.

E A R L Y S T A R T T R A N S I T I O N 14

Parent Rights And Procedural SafeguardsAtthebeginningoftheassessmentprocess,theDistrictprovidesyouwithacopyoftheParents’RightsandProceduralSafeguards.Itisimportantforyoutoreadandreviewthemastheyinformyouoftheprocess(fromevaluationthroughIEPimplementation)andtherightsofyourchildasaspecialeducationstudent.

Thefollowingisaverybriefsummaryofyourrights,althoughyouwillwanttoreadthemintheirentirety.Youhavetherightto:

• ParticipateintheassessmentanddevelopmentoftheIEP,

• Beinformedofcontinuumofprogramoptions,

• ReceivepriorwrittennoticewhenthedistrictrequeststoinitiateachangeintheIEP,

• Decideifyourchildwillbeassessedorreceivespecialeducation(youmay refusetoconsent),

• Inspect,reviewand/orobtaincopiesofyourchild’sschoolrecord,and

• Exercisedueprocess,and,insuchsituations,areencouragedtoparticipate inaresolutionandmediationsession.

You Have Responsibilities, Too… Itisimportantforyoutounderstandbasicinformationaboutyourrightsandprotectionsunderspecialeducationlaw.Itisalsoimportantforyoutounderstandyoualsohaveresponsibilities.

Youhavetheresponsibilityto:

Askquestionswhenyoudonotunderstandtermsorreports

Becomeandremainanactivememberoftheteam

Shareyourperspectivewithaccurateinformationaboutyourchild

Makesuggestionsaboutyourchild’seducationalsettingandservices

Helpyourchildgrowanddevelop

Formoreaboutparentrightsandproceduralsafeguards,contact:

Name:_________________________________________________________

Title:__________________________________________________________

Agency:________________________________________________________

Phone:_________________________________________________________

Phone:_________________________________________________________

Other:_________________________________________________________

E A R L Y S T A R T T R A N S I T I O N 15

Acknowledgements

TheSanDiegoEarly Start Guides for Parents on Early Start Transition and Preschool Special EducationweredevelopedbymembersoftheSan Diego Countywide Early Start Transition CommitteewithinputfromtheSan Diego County Early Start Administrators TeamandrepresentativesfromtheExceptional Family Resource Center (EFRC), San Diego Regional Center, and personnel from local school districts.

Wewanttoacknowledgethehoursofeffortonbehalfofthesememberstowardmakingthisguideuseful,meaningful,andaccurate.

AspecialthankyoutoourcolleaguesintheLos Angeles County Office of EducationwhoseEarly Start Transition: a Guide for Parentsserieswasusedasareferencemodelforformatandcontent.

WealsowishtothanktheHOPE Infant Family Support ProgramforallocatingfundingtodesignanddeveloptheseguidesandtheExceptional Family Resource Centerforfacilitatingtheprocessfromdesigntodissemination.

SAN DIEGO REGIONAL CENTER

E A R L Y S T A R T T R A N S I T I O N

Notes:

Exceptional F Exceptional Family Resource Center9245 Sky Park Court Suite 130

San Diego, California 92123(800) 281-8252Transition/Preschool Guide 2/2013