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Serving Vermont’s
Young Children with Special
Needs and their Families
What?
CAPT
A
Approaches to Intervention
Specific therapies and Focus Intervention
DAP and interactions
matched to child’sfunctional developmental
levels and individual differences
High Quality Supportive Environments
Protective, stable, secure relationships
Protective, Stable, Secure Relationships
The foundation of the intervention pyramid include:
All children require ongoing and consistent relationships for emotional and cognitive competency
Responsive care giving relationships
Formation of ongoing, nurturingtrusting, relationships with consistent caregivers
Engaging interactions
High Quality Supportive Environments
Natural environments (home or community-based settings)
Universal Design
Physical protection and an ongoing sense of security
Developmentally appropriate responsive and predictable environment
Warm loving nurturing environment
Developmentally supportive relationships and family patterns
Developmentally Appropriate Practices and Interactions
Interactions adapted to child’s individualdifferences and developmental needs
DAP opportunities are matched to child’s functional developmental levels and individual differences
Social and learning interactions are guided
Attention, relating to others, two-way communication
Sustained engagement with people, materials,and environment
Specific Therapies and Focus Interventions
Includes but not limited to:specialized instructionspeech and language therapyoccupational therapyphysical therapyearly interventionABA, DIR, TEACHH, PECS, DTL,
ETCsensory integrationbiomedical approaches
What is required under Part C and Part B of the act
for young children with special needs?
Individuals with Disabilities Education Improvement Act (IDEA) 2004
Individuals with Disabilities Education Improvement Act (IDEA) 2004
Part C
Birth up to 3 years of age
Individuals with Disabilities Education Improvement Act (IDEA) 2004
Part B
3 through 21 years of age
Vermont’s Part C Program
Family Infant Toddler Program (FITP)
Birth to 3
Family Infant Toddler Program
Birth to 3
FITP
FITP Regional Host Agency
Child Find Requirement School districts have the ultimate responsibility to locate, identify, and evaluate children (birth through 21) with suspected disabilities.
Public awareness activities may include:•Use of media such as advertisements placed in newspaper, radio, or local TV•Parent/community outreach to playgroups, childcare providers, medical practitioners, WIC, local parent child centers, etc. •Early Childhood screenings offered on an on-going or periodic basis.
Birth to 3 Referrals Central point of referral:
Family Infant Toddler Program’s
Regional Host Agency
Primary referral sources include:
ParentsPhysiciansCAPTA (DCF)Home health agenciesEarly Head StartChild care providersSchool District
Family, Infant, & Toddler Program
Referral and Evaluation Process
Development of an Individual Family Service Plan (IFSP)
IFSP Evaluation Planning Team
FamilyRegional early interventionistSchool representativeCommunity resource parentOthers (CSHN social worker, Early Head Start, CUPS, etc.,)
Teams determine:•Who will make initial visit
•Who will provide interim service coordination
•Develop a multidisciplinary evaluation plan based on family’s concerns
•Determine eligibility for early intervention services
Multidisciplinary Evaluation
Birth to 3
Means involvement by two or more qualified personnel from at least two different disciplines or professions
Must be completed within 45 days of host agency receiving referral
Includes observations, reports, & parent interview/observations
Family directed assessment of resources, priorities, and concerns
All Domain Assessment
Birth to 3
FITP Recommendedmeasurement tools:
1. Infant-Toddler Developmental Assessment (IDA)
2. Hawaii Early Learning Profile (HELP)
3. Developmental Assessment of Young Children (DAYC)
4. Assessment, Evaluation and Programming for Infants and Young Children (AEPS)
5. Mullen Scales of Early Learning
Developmental Areas Assessed
1. Cognitive2. Physical including
vision/hearing3. Communication4. Social and
Emotional5. Adaptive
Eligibility Determination
Birth to 3
Developmental Delay:
Is a clearly observable and measurable delay in one or more developmental areas.
Shall be at a level that the infant or toddler’s future success in home, school, or community cannot be assured without the provision of early intervention services.
Eligibility Determination Cont’d
Birth to 3
High probability for Developmental Delay
•Diagnosed by a physical or mental condition •The delay may or may not be exhibited at the time of diagnosis
•Chromosomal Disorders•Prenatally acquired infections (HIV)•Neurological Disorders (cleft palate, spina bifida) •Severe attachment disorders•Medically fragile•Chronic medical illness (diabetes, cancer, heart problems, renal failure, etc)
IFSP Development
Birth to 3
IFSP Outcomes
• Are based on the family’s priorities
• Are developed through a team process
• Are meaningful to families
• Are worded in ways that are understood by families
Birth to 3
Birth to 3
Planning TransitionPart C/FITP to Part
B/EEEAt least 6 months prior to the child’s third birthday the host agency will notify the school district At least 90 days prior to the child’s third birthday a transition meeting which includes school district representatives (EEE teacher, SLP, OT)
IEP has been developed and is being implemented by the child’s third birthday
Special Education Form 6 shall be used to obtain parental consent for placement into EEE as well as for the initial provision of services.
Individuals with Disabilities Education Improvement Act (IDEA) 2004
Part B
Children 3 thru 21 years of age who have been determined eligible for special education services are entitled to a Free and Appropriate Public Education within a Least Restrictive Environment
Vermont’s Part B Program
Essential Early Education (EEE)
3 to 5.11 years of age
Essential Early Education (EEE)
3 up to 6
61 Supervisory Unions
Over 250 School Districts
EEE Eligibility of Children 3 years up to the 6th birthday
A child shall be eligible for EEE if the child meets at least one of the following:
1) Transitions from a Family Infant Toddler Program;
2) Has a medical condition such as Autism, Down Syndrome, ADHD that is diagnosed by a licensed physician which may result in significant delays by the child’s 6th birthday and the child is in need of special education;
3) An evaluation planning team (EPT) finds the child has a disability caused by a developmental delay;
4) Meets the eligibility criteria for children 6-21; must demonstrate adverse effect under this determination.
Developmental Delay Defined
A child may be determined eligible in one or more of the following areas:
1. Receptive and/or expressive communication
2. Adaptive development3. Social or emotional development4. Physical development including
gross/fine motor5. Cognitive skills
Developmental Delay Cont’d
Developmental Delay is determined through an evaluation that consists of two assessments (one must be norm referenced). The results indicate that:
•Child demonstrates a 40% delay in one or more of the developmental areas, OR
•Child demonstrates a 2 standard deviations (SD) below the mean in one developmental area, OR
•Child demonstrates a 1.5 SD below the mean in TWO or more of the five developmental areas
Individual Education Program (IEP)
For preschoolers, the IEP addresses how the child’s disability affects his or her participation in
developmentally appropriate activities.
Contains a description of all special education services, related services the special education program all accommodations necessary for the child to progress.
IEP team members include: •Parents•LEA representative•EEE teacher/coordinator•Preschool teacher if child participates into preschool/childcare setting•Part C service coordinator or rep if the child is transitioning from FITP
Least Restrictive Environment (LRE)
2361.2 Education Placement in the Least Restrictive Environment
• Determined at least annually
• Based on the child’s IEP
• In as close proximity as possible to the child’s home
• Based on consideration of community based early care and education settings such as childcare, or Head Start.
PlanningTransition EEE to Kindergarten
IEP team shall meet three to six months prior to your child’s entrance into kindergarten.
In addition to the current IEP team members which include the parents, the following shall be invited to attend the transition meeting:
receiving kindergarten teacher, special educator, or Elementary school (LEA) representative (e.g., principal, special services director, SLP)
IDEA 2004 Part C: Infants and Toddlers with Disabilities (0-3)Vermont’s Family Infant and Toddler Program (FITP)
IDEA 2004 Part B: Education of Children with Disabilities Vermont’s Essential Early Education Program (EEE) (3-5)
Part C is intended for infants and toddlers with disabilities from birth to age three.
Part B is intended for children and youth with disabilities, ages 3-21
o Eligible children are entitled to a free and appropriate public education (FAPE) within the least restrictive environment (LRE)
IFSP is family centered IEP is child centered
IFSP includes outcomes and services for the family and child.
IEP includes goals for the child. Services are based on the child’s educational needs.
IFSP includes service delivery in natural environments□ home□ community settings, such as parks, childcare□ Early Head Start
Children receive specialized instruction and related services (if warranted) within a variety of early childhood settings e.g.,
□ public/private preschool settings□ childcare (center-based/home-based)□ home□ Head Start
IFSP has a service coordinator IEP has a case manager which in most cases is the Essential Early Educator
In Part C, most services do not come through the public schools, but through a variety of public and private agencies and individual providers.
Part B EEE services are the responsibility of the school district which is the local education agency (LEA)
In Part C, the lead agency is advised by an Interagency Coordinating Council (ICC)
In Part B, the state education agency is advised by the states Special Education Advisory Panel (SEAP).
In Part C eligibility is based on developmental delay, or established conditions that have a high probability of resulting in developmental delay. States have discretion in defining developmental delay, and consequently, eligibility varies significantly among the states.
In Part B, EEE eligibility is based on a child who is experiencing developmental delays, as defined by the state, in one or more of the following areas: physical, cognitive, communication, social or emotional, or adaptive development and requires special education and related services. Eligibility is fairly consistent across the states.
VT Department of Education EARLY EDUCATION TEAM
CONTACTS
EEE- Kate Rogers 802-828-5115 EEE- Kate Rogers 802-828-5115 [email protected]
EEI- Jim Squires 802-828-3892EEI- Jim Squires [email protected]
Prof. Dev./ HEC- Manuela Fonseca 802-Prof. Dev./ HEC- Manuela Fonseca 802-828-3850828-3850
Even Start- Wendy RossEven Start- Wendy [email protected]
Family, Infant & Toddler Program- Helen Family, Infant & Toddler Program- Helen Keith 802-241-3110Keith 802-241-3110
