Transcript Slide 1

SW 644: Issues in Developmental Disabilities
Early Intervention – Birth to Six
Part II
Lecture Presenters:
Linda Tuchman-Ginsburg, Ph.D. (Dir. Of WI Personnel
Development Project), Mary Peters, M.S. (WI Dept.
of Public Instruction), Lynn Havermann, and Lisa
Pugh
Video of Linda Tuchman-Ginsburg
Video of Mary Peters
Ages 3-5/Preschool Options
 Transition out of B-3 Transition
planning from Birth to 3 into the 3-5
system is legally required and important
for families
 Why is this important?
 NECTAC updates
 What are the timelines?
 Begins while child is in b-3
 What is required?
 What is discussed in transition
meetings?
At the Transition Planning Conference
families will…
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Share hopes and concerns
Ask questions
Learn about transition procedures
Discuss potential settings, programs
and services
• Sign referral forms and release of
records, if needed
Video of Lynn Havermann
Video of Mary Peters
Program Similarities
 Birth to 3
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Referral
Screening/Evaluation
Determine Eligibility
IFSP Development
Services Begin
Transition Planning
Conference
 Early Childhood
Special Education and
Related Services
 Transition Planning
Conference
 Referral
 Screening/Evaluation
 Determine Eligibility
 IEP Development
 Services Begin
Birth to 3 Programs as compared with
Early Childhood Special Education (ECSE)
 General information on ECSE
 Defining program
Birth to 3 vs. ECSE
 Who provides early childhood
services?
 How do early childhood services look
different from Birth to 3 services?
 Children transition from an IFSP to an
IEP.
 How is an IEP different from an IFSP?
Video of Lynn Havermann
Birth to 3 vs. ECSE
 Similarities and Differences between B-3
and ECSE:
 We continue as part of Claire’s team
 Who will our Service Coordinator be?
 More “Claire focus” and less “family focus”
Video - MMSD Preschool Options
Video of Mary Peters
Environments
 Services are provided in a variety of
environments for children ages 3-5.
MP
 What are some examples?
•Creating a
Vision
•Hooking the
Team
•Offering
Motivation
•Identifying
Routines
Individualizing Options
Bulletin 00.09
3. What questions should the IEP team consider as
they determine the setting(s) for the delivery of
services to a preschooler with a disability?
• Where does the child usually spend time during the day?
Do any of these settings include typically developing
age peers?
•Capturing
Opportunities
•Encouraging
Friendships
•Supporting
Independence
• Can the goals and objectives be addressed with the use
of supplementary aids and services (special education
and related service) in age appropriate settings?
• If not, what other settings for service delivery will meet the
child’s needs?
Environments (cont.)
 How are these decisions made?
 What does the law say about this?
Review of Research
 Children with disabilities in inclusive settings make
more social and language gains.
 “Families were developing a different vision for their
children - one that attributed their learning to a range
of opportunities in places with typically developing
children, as opposed to the learning that occurred only
in special schools with special teachers.” (Bruder,
2000)
Video of Lisa Pugh
Video of Erika in Preschool
Classroom
Lifespan Transition
 A planful transition from each stage
of programming to the next is
important for families.
 In fact, these transitions continue
through out the child’s life. (consider
use of Ready-Set-Go power point
information)
 How can service providers help
families through this transition?
Lifespan Transition (2)
 Pre-Kindergarten decision
 Transition plan into Kindergarten
 Kindergarten begins and inclusion
commences
Lifespan Transition (3)
 What typically changes for families?
•Creating a
Vision
•Hooking the
Team
•Offering
Motivation
•Identifying
Routines
•Capturing
Wisconsin Resources
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Independence
www.collaboratingpartners.com
Wisconsin State Improvement Grant (SIG)
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•Supporting
www.dpi.state.wi.us
Wisconsin Early Childhood Collaborating Partners
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•Encouraging
www.preschooloptions.org
Wisconsin Department of Public Instruction
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•
(877) 844-4925
www.dpi.state.wi.us/een/parent.html
Preschool Options Project
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•
(877) 374-4677
www.wifacets.org
Wisconsin Statewide Parent-Educator Initiative (WSPEI)
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Opportunities
Friendships
WI FACETS
www.wisconsinsig.com
Video of Linda Tuchman-Ginsburg
Challenges to EI/ECSE Programs
 Adequate funding to meet requirements
and support effective practices
 Increased number of children identified early
 Flat or reduced funding
 Variability of resources across communities:
 Opportunities for community inclusion
 Resources for low incidence disabilities
Personnel Development
 University training programs focus on
discipline-specific skills
 EI/ECSE requires new ways of practicing
 Cross disciplinary practices required
 Focus on consultation to family members, child
care providers, and other early childhood
professionals
 Integration of intervention to home and school
routines
 Departure from direct interventions with
children
Changing Family Circumstances
 Societal stresses on families
 More families with two working
parents
 Single parents
 Over 80% of WI women work
Growing Diversity of Population
 Increased number of children living in
poverty
 Increased number of immigrants from
other countries
 Culture and language differences
 Compounded by disabilities
Future Directions
 Increased public attention to the
importance of early childhood
development.
 Earlier identification of developmental
delays
 Partnerships with primary health care
providers
 Newborn screening (e.g., hearing
screening)
Future Directions (2)
 Increased attention to the importance
of social and emotional development.
 Foundation of all learning
 Parent/child interactions
 Social skills
 Increased accountability for the
investment of public funding.
Future Directions (3)
 New research to demonstrate the
effectiveness of EI/ECSE interventions
 Relationship-based interventions
 Routines-based interventions
 Increased collaboration among early
childhood, health and disabilities programs
 Common goals, vocabulary, standards
 Wisconsin Model Early Learning Standards
Summary
 Birth to 3 and ECSE support families in
promoting their child’s development.
 Starting early makes a difference across
the lifespan.
 Families
 Are less isolated and more hopeful
 Have skills to navigate complex system
 Children have increased learning
opportunities
 Children and families have aspirations and
expectations for transitions into school and
adulthood