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

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Title: SW 644: Issues in Developmental Disabilities Early Intervention Birth to Six Part I


1
SW 644 Issues in Developmental
DisabilitiesEarly Intervention Birth to
SixPart I
  • Lecture Presenters
  • Linda Tuchman-Ginsberg, Ph.D. (Dir. Of WI
    Personnel Development Project), Beth Wroblewski
    (WI Dept. of Health and Family Services), and
    Arianna Keil

2
Video of Arianna Keil
3
Video of Linda Tuchman
4
Federally Funded Programs
  • Birth to 3/Early Intervention Program
  • Early Childhood Special Education
  • U.S. Department of Education

5
Early Childhood Makes a Difference
  • Influences child development outcomes
  • Helps families build hope for future
  • Impacts a child and familys progress through
  • School system
  • Transitions into adulthood

6
History of Early Childhood Programs
  • 1960s
  • Community-based programs for young children with
    disabilities since 1960s
  • 1970s in WI
  • School districts began ECSE (3-5) services
  • Home visiting and centered based programs for
    infants and toddlers
  • 1986
  • Federal law creates early intervention mandate
    through Individuals with Disabilities Education
    Act (IDEA)

7
Unifying Themes
  • Derived from educational and psychological
    theories
  • Supported by research
  • Adapted from
  • A Unified Theory of Practice in Early
    Intervention/Early Childhood Special Education
    Evidence-Based Practices
  • Samuel L. Odom Mark Wolery (2003)
  • The Journal of Special Education, 37(3), 164-173

8
Unifying Early Intervention/Early Childhood
Special Education Themes
  • Families and home are the primary context for
    nurturing a childs growth and development.
  • Building relationships with families, children
    and other adults is important.
  • Honor unique culture and experience of each
    partner
  • Children learn through active exploration and
    observation of their environments.
  • Supported by adult mediated learning experiences

9
Unifying Early Intervention/Early Childhood
Special Education Themes (cont.)
  • Children develop through opportunities to learn
    in natural contexts.
  • Supports inclusion in home, school and community
    settings.
  • Individualized interventions are necessary for
    each child and family
  • Transition planning is necessary
  • Prepare for changes between programs

10
Early Intervention/Early Childhood Special
Education Transitions
  • Administered and carried out by different state
    departments
  • Requires transitions at age 3
  • State collaborations supports a coordinated Birth
    to six system with
  • Integration across EI,ECSE and other community
    programs

11
Accountability Systems
  • New U.S. Department of Education requirement
  • Demonstrate outcomes for funds invested
  • Measures child and family outcomes
  • WI committed to a coordinated Birth to Six system

12
Meet Sophia, Claire, and Erica
13
State of Wisconsin Birth to 3 Program
14
Video of Beth Wroblewski
15
Federal (P.L. 99-457) State Law (HFS 90)
  • Individuals with Disability Education Act (IDEA)-
    Part C
  • www.cec.sped.org/law_res/doc/law/regulations/index
    PartC.php
  • HFS 90
  • www.waisman.wisc.edu/birthto3/OVERVIEW.HTML

16
Purpose of Birth to 3
  • Provide resources, supports and services to meet
    the developmental needs of infants and toddlers
    who have delayed development or have a physical
    or mental condition which is likely to result in
    delayed development.
  • Address family needs related to their childs
    development.
  • --HFS90 (Wisconsin Administrative Code)

17
Birth to 3 Guiding Principles
  • Children's optimal development depends on their
    being viewed first as children and second as
    children with a problem or disability.
  • Children's greatest resource is their family.
  • Parents are partners in any activity that serves
    their children.
  • Children are best supported within the family,
    the family is best supported within the
    community.

18
Birth to 3 Guiding Principles (cont.)
  • Professionals are most effective when they can
    work as a team member with parents and others.
  • Collaboration is the best way to provide
    services.
  • Early intervention enhances childrens
    development.

19
http//dhfs.wisconsin.gov/bdds/b3fdn/fdn.htm
20
Program Implementation
  • The Department of Health and Family Services
    supervises and monitors local Birth to 3 Programs
    (HFS90.05 pg. 264)
  • County boards must designate a county agency or
    contract with another public agency to administer
    their local Birth to 3 Program (HFS90.06 pg.
    265)

21
What Are the Steps in the Birth to 3 Process?
  • Identification and referral
  • Procedural safeguards
  • Evaluation
  • Determination of eligibility
  • Assessment
  • Individualized Family Service Plan (IFSP)
  • Periodic review of IFSP
  • Transition

22
How Do Families Find Their Way to Birth to 3?
  • Outreach education
  • Informed referral network
  • Coordinated community efforts

23
Referral Sources
  • Who Might Referral Sources Include?

24
What are Procedural Safeguards?
  • Locate HFS90.12 pg. 274
  • Read Two Ways to Introduce Families to
    Procedural Safeguards
  • Which method would you choose? Why?
  • Why is it important for all team members to know
    this information?

Assuring the Familys Role - http//www.nectac.org
/pdfs/pubs/assuring.pdf
25
Who Is Eligible for Birth to 3?
  • HFS90 90.08
  • A child is eligible if he or she meets one or
    more of the following criteria
  • Diagnosed Condition
  • Developmental Delay
  • Atypical Development

26
What Areas of Development Are Considered for
Eligibility?
  • Cognitive development
  • Physical development
  • Speech, language and communication development
  • Social and emotional development
  • Adaptive behavior and self-help development

27
What Services are Provided in Birth to 3?
  • Core Services No Cost
  • Identification and Referral
  • Evaluation and Assessment
  • Individual Family Service Plan Development
  • Procedural Safeguards
  • Service Coordination
  • (HFS 90.11 pg. 272)

28
What Other Services Can Be Provided with Birth to
3 Funds?
  • Assistive technology
  • Audiology
  • Communication
  • Family education and counseling
  • Health care
  • Medical
  • Nursing
  • Nutrition
  • Occupational therapy
  • Physical therapy
  • Social work
  • Special instruction
  • Transportation
  • Vision

(HFS 90.11 pg. 272)
29
How Are Birth to 3 Services Funded?
  • Sources of Funding
  • U.S. Department of Education
  • State of Wisconsin Biennial Budget
  • Local County Funds, MOE
  • Public and Private 3rd Party Funds
  • Parental Cost Share - (HFS 90.06 pg. 266)
  • Others designated by each county/program.

30
Video of Beth Wroblewski
31
Who Is Qualified to Evaluate and Determine
Eligibility?
  • Reg. nurses
  • School psychologists
  • Special educators
  • EC, VI,DHH
  • Speech lang.
  • Others qualified to determine eligibility
  • (HFS 90.08 pg. 267)
  • Audiologists
  • Nutritionists
  • Occupational therapists
  • Physical therapists
  • Physicians
  • Psychologists
  • Rehab. counselors

32
What Is Service Coordination?
  • finding out what a family needs and helping them
    get it.
  • Morton, 1988, p. 13
  • an active process that promotes and supports
    a familys capacities and competencies to
    identify, obtain, coordinate, monitor and
    evaluate resources and services to meet its needs
  • McGonigel, Kaufman, Johnson, 1991, p.86

33
Why Do We Have Service Coordinators?
  • Assist parents in gaining access to services
  • Coordinate the provision of services
  • Facilitate the timely delivery of services and
    continually seek appropriate services and
    situations
  • (HFS 90.11 pg. 271)

34
Service Coordinator Functions
  • Evaluations Assessments
  • Development, Review Evaluation of IFSP
  • Identifying Providers
  • Access to and Provision of Services
  • Informing of Advocacy Services
  • Coordinating with Health Care
  • Transition Planning

35
Who Can Be a Service Coordinator?
  • Person from list of qualified personnel
  • Person with experience and training
  • A parent facilitator

(HFS 90.11 pg. 271)
36
Next Step The IFSP Services
  • Evaluation
  • Procedural Safeguards Discussed
  • Child is Found Eligible
  • Develop the IFSP

37
The IFSP is
  • A promise to families
  • A way to build a trusting relationship
  • A vehicle for empowerment
  • A mechanism for interagency collaboration between
    a family B-3
  • A guide to program implementation and evaluation
  • Rosin, 1996

38
The Written IFSP
  • Is possibly the least important aspect of the
    entire IFSP process. Far more important are the
    interactions, collaborations, and partnerships
    between families and professionals that are
    necessary to develop and implement the IFSP.
  • McGonigel Johnson, 1991, p.1

39
Parent Participation
  • Parents are full team members and decision makers
  • Informed decision making
  • In all aspects of the program
  • Eligibility
  • IFSP development and review
  • Services

40
IFSP Team Membership
  • Parent
  • Other family members requested by parents
  • Service coordinator
  • Advocate (requested by parents)
  • At least 1 qualified person who participated in
    the eval/assessment
  • At least 1 professional with expertise in
  • assessment of typical development/
  • child development and program planning
  • Other service providers
  • required members

41
Editorial Note
  • Slide numbers 42 and 43 are expanded material of
    Slide numbers 16 17 Guiding Principles of
    Birth to 3. The Guiding Philosophy below
    enhances the previous slides with program design
    values and concepts, and also aids in giving
    expanded detail/stages in the implementation of
    services for children and families.

42
Guiding Philosophy
  • Individualized
  • Comprehensive
  • Coordinated
  • Community-based in Natural Environments
  • Culturally Competent

43
Birth to 3Guiding Philosophy
  • Family-Centered
  • Meaningful to the family
  • Part of a vision for their
  • child
  • Based on the familys
  • priorities, resources and concerns
  • Strategies developed around family routines and
    activities

44
What Are Family-Based IFSP Outcomes?
  • State an end point that can be observed
  • sleep through the night
  • eat independently
  • communicate using a combination of words, signs
    simple devices
  • have mobility to explore the environment
  • play with brother
  • have knowledge and resources about......

45
What Are Family-Based IFSP Outcomes? (2)
  • Include parent priorities and concerns, and also
    provider information gained from assessments.
  • Integrate information across developmental
    domains.
  • Have language that the parent understands or
    helped to write.

46
What Are Family-Based IFSP Outcomes? (3)
  • Address family and child outcomes.
  • State why the outcome is important to the family.
  • Include a statement about how the outcome will be
    measured
  • How you will know you accomplished the outcome?
  • Can be revised, eliminated or added to when
    agreed by family and team.
  • Enhance a familys optimism about the future.


47
What types of outcomes might an IFSP include?
  • Child Development
  • Future Activities Related to Childs
    Needs/Concerns
  • Support to the Family to Enhance Their Childs
    Development

48
Where Might Services Be Provided?
Birth to 3 Services are Provided in
Natural Environments The team encourages a
childs development in everyday activities and
places where children are already present.
49
Natural Environments Can Be
  • Family home
  • Family day care
  • Preschool program
  • Respite
  • Parent child groups
  • Head Start
  • Library story hour
  • Church/Synagogue
  • Others identified by the family

50
For More Information
  • WI Dept. of Health and Family Services Birth to 3
    Program Website
  • http//www.dhfs.state.wi.us/bdds/b3.htm
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