SW 644: Issues in Developmental Disabilities Early Intervention – Birth to Six Part II Lecture Presenters: Linda Tuchman-Ginsburg, Ph.D. (Dir. Of WI Personnel.
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SW 644: Issues in Developmental DisabilitiesEarly 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?
• 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
At the Transition Planning Conference families will…
Video of Lynn Havermann
Video of Mary Peters
Program Similarities Birth to 3
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
•Capturing Opportunities
•Encouraging Friendships
•Supporting Independence
Individualizing OptionsBulletin 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?
• 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 thechild’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 Opportunities
•Encouraging Friendships
•Supporting Independence
• WI FACETS– (877) 374-4677– www.wifacets.org
• Wisconsin Statewide Parent-Educator Initiative (WSPEI) – (877) 844-4925– www.dpi.state.wi.us/een/parent.html
• Preschool Options Project– www.preschooloptions.org
• Wisconsin Department of Public Instruction– www.dpi.state.wi.us
• Wisconsin Early Childhood Collaborating Partners– www.collaboratingpartners.com
• Wisconsin State Improvement Grant (SIG)– www.wisconsinsig.com
Wisconsin Resources
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
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