Should Part C Early Intervention Services be Extended to Children, Ages 3-5? HAEYC Early Childhood Conference Hawai`i Convention Center October 4, 2008

Should Part C Early Intervention Services be

Extended to Children, Ages 3-5?

HAEYC Early Childhood ConferenceHawaiì Convention Center

October 4, 2008

Jean Johnson, DrPHBeppie Shapiro, PhDLily Matsubara, MA

BackgroundBackground

IDEA 2004IDEA 2004 ParentsParents Legislative hearingsLegislative hearings Opposition from DOH and DOEOpposition from DOH and DOE CompromiseCompromise Act 289Act 289

Purpose of ACT 289Purpose of ACT 289

To study the To study the feasibility feasibility of of expanding eligibility,expanding eligibility, pursuant to pursuant to Part C of the Individuals with Part C of the Individuals with Disabilities Education Act, for Disabilities Education Act, for services from the Department of services from the Department of Health’s Early Intervention Section Health’s Early Intervention Section to children to children between 3 and 5 yearsbetween 3 and 5 years old who have old who have developmental developmental disabilitiesdisabilities..

TasksTasks

Identify the potential number of Identify the potential number of children annually who may benefit children annually who may benefit from a longer transition periodfrom a longer transition period

Identify the number who were Identify the number who were served by Part C, but not eligible served by Part C, but not eligible to be served under Part Bto be served under Part B

Identify the number with delays, Identify the number with delays, ages 3-5, who were not served by ages 3-5, who were not served by Part CPart C

Tasks (continuedTasks (continued))

Research evidence-based practices Research evidence-based practices for service models for service models

Define the array of services Define the array of services requiredrequired

Based on projected numbers, derive Based on projected numbers, derive resources and cost projectionsresources and cost projections

Conduct a needs assessment of Conduct a needs assessment of families, focusing on their transition families, focusing on their transition experiencesexperiences

The Task Force Shall Also:The Task Force Shall Also:

Project the timeline to develop Project the timeline to develop resourcesresources

Develop indicators for Develop indicators for evaluation to assess outcomesevaluation to assess outcomes

Submit a report to the Submit a report to the Legislature 20 days prior to the Legislature 20 days prior to the convening of the 2008 Session convening of the 2008 Session (report due December 27, 2007)(report due December 27, 2007)

FundingFunding

Appropriation of $120,000Appropriation of $120,000

Governor allowed House Bill No. 531 to Governor allowed House Bill No. 531 to become law as Act 289 without her become law as Act 289 without her signaturesignature

DOH initial funding $15,000 to beginDOH initial funding $15,000 to begin

To BeginTo Begin

The Department of Health to enter into a The Department of Health to enter into a Memorandum of Agreement with the Memorandum of Agreement with the Center on Disability Studies for $15,000 Center on Disability Studies for $15,000 to do the following:to do the following:

Facilitate two meetings of the Task ForceFacilitate two meetings of the Task Force Complete the needs assessment of Complete the needs assessment of

families. focusing on their transition families. focusing on their transition experiences from Part C. [(7) in Act 289] experiences from Part C. [(7) in Act 289]

Background (National)Background (National)

Prior to 1975 – Parental LawsuitsPrior to 1975 – Parental Lawsuits

1975 – Education of All 1975 – Education of All Handicapped Handicapped

Children’s ActChildren’s Act

19861986 – PL 99-457 – Part C – PL 99-457 – Part C

2004 – IDEA Reauthorization2004 – IDEA Reauthorization

Background (Hawaiì)Background (Hawaiì)

1949 - Exceptional Children’s Law1949 - Exceptional Children’s Law1972 - Early Intervention Began1972 - Early Intervention Began1974 - Silva Consent Decree 1974 - Silva Consent Decree 1975 - Federal Legislation1975 - Federal Legislation1980 - Preschool Special Education 1980 - Preschool Special Education 1987 - Part H 1987 - Part H 1990 - Preschool Task Force1990 - Preschool Task Force1997 - STEPS Project 1997 - STEPS Project 2000 - Preschool Study under Felix2000 - Preschool Study under Felix

Children Served under Children Served under Part C in Hawaiì, 2005Part C in Hawaiì, 2005

AgesAges Developmental Delay/Developmental Delay/Biological RiskBiological Risk

Environmental Environmental RiskRisk

0-1 years0-1 yearsTotal NumberTotal Number 431431 582582

PercentagePercentage 18.6%18.6% 44.0%44.0%

1-2 years1-2 yearsTotal NumberTotal Number 773773 462462


2-3 years2-3 yearsTotal NumberTotal Number 1,1621,162 278278


TotalTotalTotal NumberTotal Number 2,3202,320 1,3221,322

PercentagePercentage 100%100% 100%100%

CategoryCategory NumberNumber PercentagPercentagee

Exited prior to age 3; Exited prior to age 3; developmentally age developmentally age

appropriateappropriate519519 33%33%

Part B eligiblePart B eligible(unknown how many (unknown how many

enrolled)enrolled)501501 32%32%

Not Part B eligibleNot Part B eligible 274274 18%18%

Part B eligibility not Part B eligibility not determineddetermined

264264 17%17%

TotalTotal 1,5581,558 100%100%

Hawaiì Part C Exit Data, 2005

Background on FundingBackground on Funding

Concept of “unfunded mandate”Concept of “unfunded mandate”

Part C based on state poverty Part C based on state poverty formulaformula

Hawaiì - minimum allocation stateHawaiì - minimum allocation state

Part B is based on a child count Part B is based on a child count formulaformula

Unfunded MandateUnfunded Mandate

The federal dollars for The federal dollars for educating preschool children educating preschool children with disabilities in Hawaiì with disabilities in Hawaiì (($437$437 per child in 2005) cover per child in 2005) cover only about only about 2%2% of the of the approximately approximately $21,000$21,000 in in annual costs of educating a annual costs of educating a preschool child with disabilities.preschool child with disabilities.

Part C Funding IssuesPart C Funding Issues Approximately 90% of the Approximately 90% of the

funding comes from State fundsfunding comes from State funds Part C has been chronically Part C has been chronically

under-fundedunder-funded Emergency appropriations have Emergency appropriations have

been required for many yearsbeen required for many years For the current year, funding is For the current year, funding is

inadequate to serve the number inadequate to serve the number of children referred for servicesof children referred for services

Part C Policy IssuesPart C Policy Issues Part C has been described as a Part C has been described as a

“flawed national policy”“flawed national policy” No research exists to show that No research exists to show that

early intervention should end early intervention should end at age three, regardless of the at age three, regardless of the needs of the child and familyneeds of the child and family

Decisions were driven by the Decisions were driven by the compromises to get the compromises to get the legislation enacted rather than legislation enacted rather than best practicesbest practices

““For many families, transition For many families, transition means the unwilling severing of a means the unwilling severing of a therapeutic relationship with therapeutic relationship with their service providers.”their service providers.”

““No wonder many families No wonder many families endure a sharp sense of loss in endure a sharp sense of loss in spite of everyone’s best efforts to spite of everyone’s best efforts to make the transition smooth.”make the transition smooth.”

----Talbot Black, 2000Talbot Black, 2000

““I am suggesting that the I am suggesting that the national policy that emerged from national policy that emerged from that compromise needs to be that compromise needs to be examined, even though it has been examined, even though it has been in effect all these years. And, if the in effect all these years. And, if the policy does not prove itself to be in policy does not prove itself to be in the best interests of children and the best interests of children and families, then it’s time to think families, then it’s time to think about what needs to be changed.”about what needs to be changed.”

----Talbot Black, 2000Talbot Black, 2000

““Thinking about what Thinking about what needs to be changed” needs to be changed” succinctly sum-marizes the succinctly sum-marizes the charge to this Task Force.charge to this Task Force.

CaveatsCaveats

First, First, do no harm!do no harm! Design a system responsive to Design a system responsive to

needs, not to birthdaysneeds, not to birthdays Do not design another Do not design another

UNDERFUNDED systemUNDERFUNDED system Work within other initiatives (Act Work within other initiatives (Act

259)259) Include children with 504 eligibilityInclude children with 504 eligibility

RememberRemember

Parents have always been Parents have always been the guiding force in policy, the guiding force in policy, whether in the lawsuits that whether in the lawsuits that preceded the initiation of the preceded the initiation of the Education of All Handicapped Education of All Handicapped Children’s Act, the Silva Consent Children’s Act, the Silva Consent Decree, the Infant and Toddler Decree, the Infant and Toddler Program, and this Task Force.Program, and this Task Force.

Family SurveyFamily Survey

What do we need families What do we need families to tell us that will help the to tell us that will help the Task Force decide on policy Task Force decide on policy recommendations to the recommendations to the 2008 State Legislature?2008 State Legislature?

““Not everything that can be Not everything that can be countedcounted counts, and not counts, and not

everything that everything that countscounts can be can be counted.”counted.”

Albert EinsteinAlbert Einstein

Work of Survey CommitteeWork of Survey Committee

Reviewed all previous preschool Reviewed all previous preschool surveys and results in Hawaiìsurveys and results in Hawaiì

Identified items to be includedIdentified items to be included Delegated to a sub-committee Delegated to a sub-committee

responsibility for developing responsibility for developing surveysurvey

Reviewed drafts by emailReviewed drafts by email Approved final survey and processApproved final survey and process Obtained IRB approval for surveyObtained IRB approval for survey

Teacher Response Teacher Response RatesRates

CountyCountyResponseResponse

PercentPercent

KauaìKauaì 37.537.5

OàhuOàhu 50.750.7

HawaiìHawaiì 32.432.4

MauiMaui 41.941.9

StateState 47.147.1

Return Rate for SurveysReturn Rate for Surveys

CountyCounty Surveys Surveys

DistributedDistributed

SurveysSurveys

ReturneReturnedd

ReturnReturn

RateRate

KauaìKauaì 2020 4747 ????

OàhuOàhu 555555 363363 65%65%

Hawai`Hawaiìi

8181 3232 39%39%

MauiMaui 6060 1717 28%28%

StateState 716716 459459 64%64%

Surveys Returned by Surveys Returned by Whether Served by Early Whether Served by Early

InterventionIntervention

CountCountyy

NumberNumber of of Surveys Surveys ReturneReturnedd

Number Number Surveys Surveys for Child for Child Served Served by EIby EI

Percent Percent Surveys Surveys for child for child Served Served by EIby EI

Number Number Surveys Surveys for Child for Child not not served by served by EIEI

Percent Percent Surveys Surveys for child for child not not served by served by EIEI

KauaìKauaì 4747 3737 79%79% 1010 21%21%

OàhuOàhu 363363 265265 73%73% 9595 26%26%

HawaiHawaiìì

3232 252578%78% 66

19%19%

MauiMaui 1717 1010 59%59% 77 41%41%

StateState 459459 337337 73%73% 118118 26%26%

Ages of the ChildrenAges of the Children

(Birth years)(Birth years)

2003 – 235 (51%)2003 – 235 (51%)

2004 – 204 (44%)2004 – 204 (44%)

Description of Child Description of Child NeedsNeeds

Speech-Language Speech-Language 142 142 (31%)(31%)

Health-Medical Health-Medical 8 (2%) 8 (2%)

Developmental Delay Developmental Delay 144 (31%)144 (31%)

AutismAutism 35 35 (8%)(8%)

Missing DataMissing Data 130 (28%)130 (28%)

Age WhenAge When

Early Intervention Early Intervention ServicesServices

BeganBegan

Average age:Average age: 19 months 19 months

Median age:Median age: 24 months 24 months

Range: Range: 0-35 months0-35 months

Question 6Question 6

How did you feel when you How did you feel when you learned your child could not learned your child could not

have early intervention have early intervention services after your child’s services after your child’s

third birthday?third birthday?

Comments – Question 6Comments – Question 6

Positive:Positive: 28 (10%)28 (10%)

Negative:Negative: 140 (52%)140 (52%)

Uncertain:Uncertain: 99 (37%)99 (37%)

Sample Positive Sample Positive CommentsComments

It was fine and worked out well because It was fine and worked out well because she got to start the Head Start-DOE.she got to start the Head Start-DOE.

I was feeling ok and I was happy she I was feeling ok and I was happy she was moving forward to new stage.was moving forward to new stage.

Disappointed at first, but I like the Disappointed at first, but I like the special education program very much.special education program very much.

Happy because he would start school.Happy because he would start school. Transition services provided non-Transition services provided non-

interrupted therapy for my child.interrupted therapy for my child.

Sample Negative Sample Negative CommentsComments

I was disappointed because she only I was disappointed because she only had 6 months of early intervention.had 6 months of early intervention.

I was shocked and worried that he I was shocked and worried that he might not receive the help he needed.might not receive the help he needed.

I was sad because services were about I was sad because services were about to end just as he was making progress.to end just as he was making progress.

Wondered why services were limited to Wondered why services were limited to 0-3 in age, felt frustrated.0-3 in age, felt frustrated.


When your child turned When your child turned three years old, did you three years old, did you

want your child to stay in want your child to stay in early intervention longer early intervention longer instead of starting DOE instead of starting DOE

preschool?preschool?

At age 3 – wanted At age 3 – wanted continued early continued early

intervention servicesintervention services

Yes:Yes: 22%22%

No:No: 46%46%

N/R:N/R: 31%31%

If “yes,” why?If “yes,” why?

I was not ready to be without her for 6 I was not ready to be without her for 6 hours every day.hours every day.

My daughter’s development was only 9 My daughter’s development was only 9 months, she had excellent services and months, she had excellent services and was not ready to transfer, I thought.was not ready to transfer, I thought.

Because I felt early intervention takes Because I felt early intervention takes more care about my child.more care about my child.

I felt he was not ready to be in a school I felt he was not ready to be in a school setting.setting.

If “no,” why?If “no,” why?

Because he would be around other kids.Because he would be around other kids. He would receive more hours of learning He would receive more hours of learning

and therapy and interaction with his peers.and therapy and interaction with his peers. I felt preschool would help her with speech I felt preschool would help her with speech

and socialization.and socialization. I thought he was ready so I’m glad.I thought he was ready so I’m glad. It helps me get a break when he is in It helps me get a break when he is in

school.school.


Now, after your Now, after your experiences, would you experiences, would you

have wanted your child to have wanted your child to stay in early intervention stay in early intervention longer instead of starting longer instead of starting

preschool?preschool?

Now think staying in Now think staying in early intervention early intervention

services would have services would have been better:been better:

Yes:Yes: 11% 11%

No:No: 57% 57%

N/R:N/R: 31% 31%

If “yes,” why?If “yes,” why?

She wasn’t ready, and the school She wasn’t ready, and the school wasn’t ready for her.wasn’t ready for her.

He’s a special case, he needs more He’s a special case, he needs more services.services.

I still feel he is too young to attend an I still feel he is too young to attend an all day, every day program.all day, every day program.

I would still prefer him to start I would still prefer him to start preschool at 4 years and enjoy him at preschool at 4 years and enjoy him at home where young children belong.home where young children belong.

If “no,” why?If “no,” why?

Preschool helped her much more because Preschool helped her much more because of the everyday reinforcement.of the everyday reinforcement.

The DOE teachers are way more proactive The DOE teachers are way more proactive and engaged, interested in her.and engaged, interested in her.

He loves school and wants to learn.He loves school and wants to learn. He is learning so much more and in a He is learning so much more and in a

great atmosphere with other children – he great atmosphere with other children – he is very happy.is very happy.

Site of DOE Preschool Site of DOE Preschool ServicesServices

DOE Classroom for children withDOE Classroom for children withdisabilities:disabilities: 78%78%

Head Start or Community Preschool:Head Start or Community Preschool:17%17%

Missing data:Missing data: 4%4%

Transition ExperiencesTransition Experiences

Had transition conference: 85%Had transition conference: 85% Visited PS classroom: 73%Visited PS classroom: 73% Evaluations explained: 96%Evaluations explained: 96% Positive IEP meeting: 90%Positive IEP meeting: 90% Welcomed by DOE staff: Welcomed by DOE staff: 98%98%

Liked amount of services: 91%Liked amount of services: 91%


Please tell us about the IEP Please tell us about the IEP meeting for your child.meeting for your child.

I went to the meeting and people I went to the meeting and people listened to my ideas.listened to my ideas. 86% 86%

I went to the meeting but people did I went to the meeting but people did not listen to my ideas.not listen to my ideas. 4%4%

I did not go to the meeting.I did not go to the meeting. 5%5%


Everyone took me step-by-step, that’s Everyone took me step-by-step, that’s great because it makes a nervous parent great because it makes a nervous parent comfortable, was positive, encouraging.comfortable, was positive, encouraging.

Everyone seemed very concerned for my Everyone seemed very concerned for my son’s needs.son’s needs.

Everyone was very helpful and made Everyone was very helpful and made transition go smoothly.transition go smoothly.

They showed concern and support.They showed concern and support.


My ideas were seen as coming from a My ideas were seen as coming from a Mom who didn’t know what she was Mom who didn’t know what she was talking about.talking about.

I felt insulted.I felt insulted. The whole transition process was bad, The whole transition process was bad,

mishandled, the meeting was very tense.mishandled, the meeting was very tense. I felt everyone against me.I felt everyone against me. We wanted an inclusion class and there We wanted an inclusion class and there

was none available in the complex.was none available in the complex.


Did you feel welcomed Did you feel welcomed

by DOE Staff?by DOE Staff?

YesYes :: 94%94%

No:No: 2% 2%

N/R:N/R: 4% 4%


They were so pleasant and helpful.They were so pleasant and helpful. They truly care about the child and family.They truly care about the child and family. They helped our family and put us at They helped our family and put us at

ease.ease. Extremely welcomed and satisfied.Extremely welcomed and satisfied. They are great!They are great! The entire staff were friendly, informative.The entire staff were friendly, informative. Not only welcoming, but also encouraging.Not only welcoming, but also encouraging. DOE staff has been wonderful.DOE staff has been wonderful.


The principal and SSC were very rude.The principal and SSC were very rude. I had to fight with them for certain services. I had to fight with them for certain services.

They wanted to base everything solely on They wanted to base everything solely on my son’s evaluations with strangers that my son’s evaluations with strangers that had seen him once.had seen him once.

Administration does not make parents feel Administration does not make parents feel welcome on campus.welcome on campus.

11stst IEP meeting was overwhelming. DOE staff IEP meeting was overwhelming. DOE staff used lingo, acronyms I was unfamiliar with.used lingo, acronyms I was unfamiliar with.


Below is a list of some ways Below is a list of some ways DOE preschool may help DOE preschool may help children and families. children and families.

Comments:Comments:


My child has progressed so much in the My child has progressed so much in the past 11 months.past 11 months.

I like the individualized attention each I like the individualized attention each child receives.child receives.

The change I’ve seen is unbelievable – all The change I’ve seen is unbelievable – all the teachers and staff do an amazing job.the teachers and staff do an amazing job.

She loves her class and enjoys going to She loves her class and enjoys going to school every day.school every day.


Families don’t talk much to one another.Families don’t talk much to one another. My child needs more services.My child needs more services. Quality and quantity of services are 50% Quality and quantity of services are 50%

of EI (0-3). No family involvement.of EI (0-3). No family involvement. Believe my son needs more services, but Believe my son needs more services, but

they are fighting me.they are fighting me. We would like him to be exposed to other We would like him to be exposed to other

children his age without disabilities.children his age without disabilities.


Compared with your Compared with your feelings when your child feelings when your child started DOE preschool, started DOE preschool, how do you feel now?how do you feel now?

Current FeelingsCurrent Feelings

Less satisfied:Less satisfied: 3% 3%

Feelings unchanged:Feelings unchanged: 9% 9%

More satisfied:More satisfied: 84%84%

No response:No response: 4% 4%


I was nervous about him going to school, I was nervous about him going to school, but now, I’m so glad he is in school.but now, I’m so glad he is in school.

My child is improving and I see that my My child is improving and I see that my child enjoys school and other kids.child enjoys school and other kids.

I was a little nervous in the beginning, I was a little nervous in the beginning, but he loves his school.but he loves his school.

He gets more services through DOE.He gets more services through DOE. I feel my child will be ready for I feel my child will be ready for

kindergarten.kindergarten.


Concerned with speech more now than Concerned with speech more now than before.before.

Need better support for my son with Need better support for my son with autism. After school care is also needed.autism. After school care is also needed.

The teacher is SPED certified, but does The teacher is SPED certified, but does not have any ECE credentials. Not the not have any ECE credentials. Not the best learning environment for my child.best learning environment for my child.

I was optimistic at first, but there’s no I was optimistic at first, but there’s no communication with parents.communication with parents.


Is there anything Is there anything else you else you

want to share?want to share?


The DOE teachers and therapists are The DOE teachers and therapists are out of this world – they are just great!out of this world – they are just great!

I really appreciate the amount of I really appreciate the amount of commun-commun-

ication there is between myself and ication there is between myself and my son’s teacher – she writes us daily.my son’s teacher – she writes us daily.

Being in a school for my child is much Being in a school for my child is much better because she gets to interact better because she gets to interact with other children.with other children.


I do recommend that our children in 0-3 I do recommend that our children in 0-3 should continue the program until age 5.should continue the program until age 5.

……even our EI care coordinator did not even our EI care coordinator did not advocate for him.advocate for him.

Early intervention needs to be provided in Early intervention needs to be provided in private preschools to encourage inclusion.private preschools to encourage inclusion.

I would like to see more screening of I would like to see more screening of preschool teachers.preschool teachers.

Why doesn’t DOE have after school care for Why doesn’t DOE have after school care for preschoolers with special needs?preschoolers with special needs?

SummarySummary

The response rate was excellent in terms The response rate was excellent in terms of the number of surveys distributed.of the number of surveys distributed.

However, for reasons that are not clear, However, for reasons that are not clear, the responses probably represent less the responses probably represent less than one-fourth of the number of children than one-fourth of the number of children enrolled in preschool special education.enrolled in preschool special education.

Families feel strongly about the issues as Families feel strongly about the issues as evidenced by the great many comments.evidenced by the great many comments.

What was counted…What was counted…

Families are initially apprehensive Families are initially apprehensive about the transition to DOE pre school.about the transition to DOE pre school.

But at age three, less than one-fourth But at age three, less than one-fourth of the families wanted more early of the families wanted more early intervention services.intervention services.

Then, after experiencing DOE Then, after experiencing DOE preschool, a majority of families do not preschool, a majority of families do not think further early intervention services think further early intervention services would have been better for their child.would have been better for their child.

What wasn’t counted …What wasn’t counted …

How the other three-fourths of families How the other three-fourths of families might feel.might feel.

Whether all families understand the Whether all families understand the importance of inclusion for young importance of inclusion for young children with disabilities.children with disabilities.

Data on the small percentage of families Data on the small percentage of families who felt their child would benefit from a who felt their child would benefit from a longer transition period with continued longer transition period with continued Part C services – and how they would Part C services – and how they would “benefit.” “benefit.”

No data are available…No data are available…

On the number of Part C/Part B-eligible On the number of Part C/Part B-eligible children who may benefit from a longer children who may benefit from a longer transition period with continued early transition period with continued early intervention services.intervention services.

On the number of Part C/Part B non-eligible On the number of Part C/Part B non-eligible children who still may benefit from early children who still may benefit from early intervention services.intervention services.

On the number of non-Part C children ages 3-On the number of non-Part C children ages 3-5 who might benefit from early intervention 5 who might benefit from early intervention services.services.

Summary StatementsSummary Statements

Resources were inadequate to complete the Resources were inadequate to complete the work outlined for the Task Force.work outlined for the Task Force.

However, the work completed provides However, the work completed provides valuable information for policy formation.valuable information for policy formation.

Available data Available data do not supportdo not support a change in a change in policy regarding provision of services to policy regarding provision of services to preschool children with disabilities.preschool children with disabilities.

Available data Available data do suggestdo suggest significant areas significant areas for improvement in early intervention and for improvement in early intervention and preschool special education.preschool special education.

Recommendation from Recommendation from Study AuthorsStudy Authors

Make no changes in current Make no changes in current policy policy unless there is significant unless there is significant further further study study and adequate and adequate fundingfunding to to support any changes support any changes in policy.in policy.

Recommendations from Recommendations from Task ForceTask Force

1.1. Continue the Task Force Continue the Task Force work and work and request the Governor request the Governor to release to release the the $120,000 to $120,000 to complete the complete the Task Force Task Force activities.activities.

RecommendationRecommendation

2.2. Ask the Early Intervention Ask the Early Intervention Coordinating Council to review Coordinating Council to review

the the data and family comments to data and family comments to determine how early determine how early

intervention intervention services could be services could be more responsive more responsive to family to family needs.needs.


3.3. Ask the Special Education Ask the Special Education Advisory Council to review the Advisory Council to review the data and family comments to data and family comments to determine how preschool services determine how preschool services

could be more inclusive and could be more inclusive and responsive to family needs.responsive to family needs.


4.4. Ask the STEPS Team to Ask the STEPS Team to review review the data and continue to the data and continue to work to work to make the transition make the transition process as process as seamless and seamless and supportive of families as supportive of families as possible.possible.

Reactions of Other Reactions of Other StatesStates

• No state has initiated the 3-5 option.No state has initiated the 3-5 option.• Oklahoma considered, but the proposal Oklahoma considered, but the proposal

was defeated in the Legislature.was defeated in the Legislature.• New Mexico may consider in the future.New Mexico may consider in the future.• Vermont is gathering information to Vermont is gathering information to

make a decision.make a decision.• 8 states indicated that funding was the 8 states indicated that funding was the

issue.issue.

Final MessageFinal Message

Blend the skepticism of a Blend the skepticism of a scientist,scientist,

With the passions of an advocate,With the passions of an advocate,The pragmatism of a policy makerThe pragmatism of a policy makerThe creativity of a practitioner,The creativity of a practitioner,And the devotion of a parent,And the devotion of a parent,To create a decent quality of lifeTo create a decent quality of lifefor all children with disabilities.for all children with disabilities.

www.cds.hawaii.edu/3to5www.cds.hawaii.edu/3to5

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Should Part C Early Intervention Services be Extended to Children, Ages 3-5? HAEYC Early Childhood Conference Hawai`i Convention Center October 4, 2008