SW 644: Issues in Developmental Disabilities Early Intervention – Birth to Six Part II

SW 644: Issues in Developmental DisabilitiesEarly 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

Video of Linda Tuchman-Ginsburg

Video of Mary Peters

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?

• 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…

Video of Lynn Havermann

Video of Mary Peters

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

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

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?

Video of Lynn Havermann

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”

Video - MMSD Preschool Options

Video of Mary Peters

Environments Services are provided in a variety of

environments for children ages 3-5. MP

What are some examples?

•Creating a Vision

•Hooking the Team

•Offering Motivation

•Identifying Routines

•Capturing Opportunities

•Encouraging Friendships

•Supporting Independence

Individualizing OptionsBulletin 00.09

3. What questions should the IEP team consider as they determine the setting(s) for the delivery of services to a preschooler with a disability?

• Where does the child usually spend time during the day? Do any of these settings include typically developing age peers?

• Can the goals and objectives be addressed with the use of supplementary aids and services (special education and related service) in age appropriate settings?

• If not, what other settings for service delivery will meet thechild’s needs?

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

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)

Video of Lisa Pugh

Video of Erika in Preschool Classroom

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?

Lifespan Transition (2) Pre-Kindergarten decision Transition plan into Kindergarten Kindergarten begins and inclusion

commences

Lifespan Transition (3) What typically changes for families?

•Creating a Vision

•Hooking the Team

•Offering Motivation

•Identifying Routines

•Capturing Opportunities

•Encouraging Friendships

•Supporting Independence

• WI FACETS– (877) 374-4677– www.wifacets.org

• Wisconsin Statewide Parent-Educator Initiative (WSPEI) – (877) 844-4925– www.dpi.state.wi.us/een/parent.html

• Preschool Options Project– www.preschooloptions.org

• Wisconsin Department of Public Instruction– www.dpi.state.wi.us

• Wisconsin Early Childhood Collaborating Partners– www.collaboratingpartners.com

• Wisconsin State Improvement Grant (SIG)– www.wisconsinsig.com

Wisconsin Resources

Video of Linda Tuchman-Ginsburg

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

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

Changing Family Circumstances Societal stresses on families More families with two working

parents Single parents Over 80% of WI women work

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

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)

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.

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

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