Activity. Lunch Time Activity Discuss at your table: –How is information about your district...
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Activity. Lunch Time Activity Discuss at your table: –How is information about your district Special Education Services provided to parents? –Does your
Lunch Time Activity Discuss at your table: How is information
about your district Special Education Services provided to parents?
Does your district have clear policies and procedures to inform
parents of Special Education Processes? Are your district policies
and procedures presented to parent in a brochure, verbally, school
website, other? How can you look at your processes differently to
be more parent friendly.
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Report Out
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Part 3 Child Evaluation and Assessment
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Evaluation and Eligibility Transitioning Part C to Part B
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Gather the Parents Concerns
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Functional, Functional, Functional
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Activity
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Part 3 IEP Development
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AEPS Battelle Developmental Inventory Bayley-III Scale of
Infant Toddler Development Brigance Inventory of Early Development
Carolina Curriculum for Preschoolers with Special Needs Creative
curriculum GOLD DAYC Developmental Assessment for Young Children
Hawaii Early Learning Profile (HELP) for Preschoolers High Scope
Preschool Child Observation Record Once Scale Work Sampling
System
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Setting the Stage
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Goal of Preschool Special Education The overarching goal of
preschool special education is to enable young children to be
active and successful participants in home, school and community
settings resulting in positive outcomes for children and their
families.
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Key Principles Underlying the IEP Process: Supporting Family
Participation, Inclusive Practices and Positive Outcomes for
Preschool Children with Disabilities
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Principle 1 Preschoolers learn best through meaningful everyday
experiences and interactions within developmentally, linguistically
and culturally appropriate routines, play and activities in
inclusive settings.
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Principle 2 All families, with appropriate supports and
resources, promote their childrens learning and development.
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Principle 3 The primary role of preschool special educators and
related service providers is to provide and support high quality
services in collaboration with families, teachers and caregivers to
promote positive outcomes for children and families.
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Principle 4 Throughout the preschool special education process,
the childs individual strengths and needs, along with the familys
culture, priorities, and preferences, are respected and
reflected.
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Principle 5 IEP goals based on multiple sources of information,
including family concerns and authentic assessment, support and
promote access to and participation in the preschool
curriculum.
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Principle 6 Professionals build partnerships with families and
support them as the primary decision makers for their
children.
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Principle 7 Preschool learning experiences are developmentally
appropriate, and based on recommended practices.
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Activity
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http://community.fpg.unc.edu/connect-
modules/resources/videos/video-2-4 Importance of having the child
visit the preschool program
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Service Delivery
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Indicator 6 Sec. 300.114 LRE requirements. (2) (2) Each public
agency must ensure that-- (i) (i) To the maximum extent
appropriate, children with disabilities, including children in
public or private institutions or other care facilities, are
educated with children who are nondisabled; and (ii) (ii) Special
classes, separate schooling, or other removal of children with
disabilities from the regular educational environment occurs only
if the nature or severity of the disability is such that education
in regular classes with the use of supplementary aids and services
cannot be achieved satisfactorily.
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What is Inclusion? Inclusion is the practice of educating all
students together students with disabilities regardless of their
abilities or readiness. FloridaInclusionNetwork.com
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So What is LRE in a State that does not provide any funds for
programs who are 3-5 years of age?
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Students on IEPs Typically Developing Peers
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Activity
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Contact Information: Shannon Dunstan Early Childhood &
Interagency Coordinator Idaho State Department of Education
Division of Student Achievement and School Improvement Division of
Special Education (208) 332-6908 [email protected]