What

1

• What
• is
• FDLRS
• ?

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Florida Diagnostic Learning Resources
System (FDLRS)

• Provides diagnostic and preschool screening and
  case management services.
• Provides assistance in locating and identifying
  children (ages 0-22) in need of specialized
  services.
• Provides access to and circulation of media and
  materials (including computer software) related
  to exceptional student education.
• Provides planning, development, and coordination
  of exceptional student education inservice
  training programs.
• Provides technical assistance and curricular
  expertise in the education of students with
  disabilities.
• Provides assistance in the effective application
  of instructional technology and augmentative
  communication devices in exceptional student
  education programs.

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Technology Function

• Assistive / Adaptive Technology
• Instructional Technology Integration
• Technology Solutions Lab
• Communications Technology

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Parent Services Function

• Parent Information
• Parent Education
• Parent Support
• Parent/Professional Collaborative Education
• Family Consumer Involvement

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Human Resource Development Function

• Collaborative Needs Assessment
• Information Dissemination Sharing
• Human Resource Training
• Technical Assistance / Consultation
• Resource Collection

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Child Find Function

• Awareness
• Outreach
• Information Referral
• Screening
• Evaluation
• Service Planning Initiation

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Awareness Outreach

• AWARENESS activities to ensure that the
  general public receives ongoing, consistent
  information about Child Find services and how to
  access the services for children, who have
  disabilities or who are at risk of disability,
  and their families.OUTREACH activities to
  ensure that Child Find services are provided in
  community settings in order to locate, refer,
  screen, evaluate, or initiate service planning
  for children, and their families, who are in need
  of services.

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New Referrals

• Referrals for Child Find services are received
  from a variety
• of sources, such as
• Parent/Caretaker
• Physician
• Preschool staff
• Community agency staff

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Developmental Milestones

• By 6 Months   
• Lift head while lying on back
• Roll from back to stomach
• Move a toy from one hand to the other
• Pick up small objects
• Babble and say some sounds over again
• Be scared by loud or strange noises
• Reach arms out to be picked up
• Let you know what they like or don't like
•  

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Developmental Milestones

• By 12 Months
• Walk alone or with hand held
• Turn body while sitting
• Throw small toys or other objects
• Let go of something when you try to take it away
• Say at least one word other than "mama" and
  "dada"
• Shake head "no"
• Cooperate during dressing
• Move toward you when you call

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Developmental Milestones

•   By 18 Months
• Throw a toy while standing and without falling
• Walk, (not creep) upstairs
• Turn book pages two (2) or three (3) at a time
• Try to fill a spoon and feed themselves (with
  some spills)
• Say at least six (6) understandable words
• Point at what they want
• Imitate some of the things they see you
  do(sweeping, dusting, etc.)
•  

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Developmental Milestones

• By Age two
• Run well without falling
• Walk up and down stairs (may hold on)
• Take off pants and shoes
• Use short (2-3 word) sentences
• Use pronouns (me, you, mine, etc.)
• Start to tell you that they need to go to the
  toilet
• Usually do what you tell them without too much
  hassle

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Developmental Milestones

• By 2-1/2 Years 
• Throw a ball overhand
• Unbutton some buttons
• Hold a pencil or crayon
• Jump up with both feet at the same time
• Use the plural for common words, such as "cats"
• Use the word "I" correctly most of the time
• Say first and last name when asked
• Drink from a regular glass or cup without
  assistance

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Developmental Milestones

• By 3 Years
• Pedal a tricycle
• Alternate steps and feet while going up stairs
• Dry hands when reminded
• Turn pages of a book one page at a time
• Come back and tell you things they have done
• Know whether they are a boy or girl
• Begin to share toys with others
• Play fairly when with other children
• Usually take turns while playing

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Developmental Milestones

•  By 4 Years
• Alternate steps and feet while going down stairs
• Dress and undress (including buttons)
• Try to hop or skip
• Catch a ball most of the time when it is thrown
  to them
• Repeat a favorite nursery rhyme or song
• Recognize basic colors
• Cooperate when playing with a small group of
  children

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Developmental Milestones

• By 5 Years 
• Alternate feet while skipping
• Jump over low objects
• Tie their shoes (sometimes not tight enough, but
  they know how)
• Begin to copy some letters, maybe reversed
• Start to ask what words mean
• Help with little chores around the house
• Compete with other children in games (usually
  sticks to the rules)
•   
• Adapted from Battelle Developmental Inventory DLM
  Teaching Resources, 1984, and other sources.

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What is Part C/Early Steps?
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Part C Early Steps

• Part C/Early steps refers to a range of
  services for infants and toddlers (children under
  three years old) who have disabilities or
  developmental delays, and their families. When
  these services begin early in the life of an
  infant or toddler, they may prevent or lessen
  delays in development and increase the childs
  potential later in life.

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Eligibility Requirements For Part C/Early Steps

• Discharged from NICU with a serious medical
  condition.
• Established condition that has high probability
  of resulting in disability
• Genetic / metabolic condition
• Neurological abnormalities
• Severe attachment disorder
• Significant sensory impairment
• Have one or more measurable delays in any area of
  development.

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Services Offered
Based on the needs of each infant and toddler,
early intervention services may include
identification, screening, evaluation, and
services coordination, as well as

• Audiology services (hearing)
• Occupational physical therapies
• Vision services
• Educational services
• Nutrition
• Psychological services
• Social work services
• Health services necessary for the child to
  benefit from early intervention

• Speech language therapies
• Nursing services
• Medical services (for diagnostic evaluation
  purposes)
• Assistive technology devices
• Family training, home visits, and counseling
• Transportation to services

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Transition
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Transition

• The IDEA, Part C Regulations, 34 CFR,
  Section 303.148, indicate that there must be a
  policy in place in each participating state that
  addresses the transition of eligible children
  from Part C to Part B services on their third
  birthday. The steps necessary for a childs
  transition from an early intervention program to
  a preschool program must be written into the
  IFSP. By helping the families identify their
  childrens needs within daily routines and
  assisting families to build on their childrens
  competencies and use natural supports throughout
  their early intervention experience, children
  will be more prepared for the transition out of
  Early Steps.The childs transition team, which
  should include the family, the service
  coordinator, current service providers, and a
  representative from the local school district,
  determine the individual transition steps for
  each child.

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The Road Through Child Find
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Screening

• Screenings are held at various locations
  throughout Broward County. Child Find provides
  free screenings in the areas of communication,
  motor development, vision, hearing, and school
  readiness skills. The results of the screening
  may indicate a need for further evaluation.

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Evaluations

• Evaluations are the formal examination of
  various areas of development including
  educational, psychological, social, emotional,
  and/or medical and physical characteristics. This
  may determine eligibility for special education
  or related services.

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Eligibility

• Autism Spectrum Disorder
• Developmentally Delayed
• Educable Mentally Handicapped
• Emotional/Behavioral Disorder
• Established Condition
• Deaf or Hard of Hearing
• Dual Sensory Impaired
• Language Impaired
• Orthopedically Impaired
• Other Health Impaired
• Physically Impaired
• Profoundly Mentally Handicapped
• Specific Learning Disabled
• Speech Impaired
• Tramautic Brain Injury
• Trainable Mentally Handicapped
• Visually Impaired

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Preschool Programs

• AM/PM MODEL
• COMPLEX PLACE
• PEPPER
• PLACE
• SALT
• SPICE
• OTHER PROGRAMS

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Contract Programs
In addition to the programs for preschoolers with
special needs developed by the school district,
the following community agencies have contracts
with the district to serve children with
disabilities age birth to five

• Alphabetland Margate
• Ann Storck Center, Inc.
• ARC BROWARD (Achievement Rehabilitation Center,
  Inc. )
• Baudhuin Preschool
• Broward Childrens Center, Inc.
• Kids in Distress
• Riverwood Enterprises, Inc.
• United Cerebral Palsy, Inc.

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What is CHRIS?
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CHRIS Children's Registry Information System

• CHRIS is a computerized information system
  available for use in every county in Florida to
  track children, birth to kindergarten age, for
  whom special services are requested.
• CHRIS is maintained by the Florida Diagnostic
  Learning Resources System (FDLRS)

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CHRIS Information

• Child data including
• Demographics
• Family contacts
• Interagency release
• Referrals to CHRIS
• Referrals out to other services
• Appointments
• Screenings
• Evaluations
• Exceptionalities
• Service Planning and initiation
• Follow-up actions needed
• In-depth evaluations of exceptional students

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Confidentiality of Personally Identifiable Informa
tion is Strictly Maintained

• Personally identifiable information on a child,
  parent or family member is strictly confidential.
• CHRIS electronically tracks parental permission.
• Identifiable information will be released only to
  persons covered by an active parental release.
• Aggregate numbers may be reported on all children
  for planning purposes.

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Grow to Five
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Grow To Five Modules
Grow to Five modules,which address the needs of
children, with and without disabilities, from
birth to five. The series consists of 13
modules.The training manual for each module
includes a complete script, instructions for
activities, a resource list, and the reproducible
handouts that an instructor will need to present
that module. Each module can be used
independently and the modules may be presented in
any order. Module A The Education and
Caregiving Environment Planning an Effective
Program Module B Working Together
Communication Skills for Families, Early
Childhood Educators, and Other
Professionals Module C Health Care Infection
Control, Medication Administration, and Seizure
Management Module D Nutrition and Feeding
Practices What you Need to Know Module E
Intellectual Development What you Can Do to
Help Module F Speech and Language Development
From Birth to Five
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Grow To Five Modules

• Module G Motor Development What You Need to
  Know
• Module H Social and Emotional Development
  Building the Childs Foundation
• Module I Behavior Management Preventing and
  Dealing with Problem Behavior
• Module J The Child Who Seems Different Meeting
  Special Needs
• Module K Visual Impairment What You Need to
  Know
• Module L Family Functioning Understanding
  Families and Helping Them Cope
• Module M Transition Easing the Way

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The End!