California Statewide System of School Readiness Networks Inclusion of Children with Disabilities Prepared by Chris Drouin, Special Education Division Anne Kuschner, California Institute on Human Services Jan Davis, California Institute on Human Services
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California Statewide System of School Readiness Networks Inclusion of Children with Disabilities Prepared by Chris Drouin, Special Education Division Anne.
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California Statewide System of School Readiness Networks
Inclusion of Children with Disabilities
Prepared by
Chris Drouin, Special Education Division
Anne Kuschner, California Institute on Human Services
Jan Davis, California Institute on Human Services
November 2004
Purpose
To provide background information about, and initiate support for inclusion of children with disabilities in the activities of the California Statewide System of School Readiness Networks
• Be aware of special education requirements that will impact on language and literacy;
• Have information about where and how children with disabilities are served;
• Have increased understanding of SED's expectations for the work of Regional Early Childhood Special Education Specialists;
• Have a list of some topics and issues that should be addressed related to literacy and language for children with disabilities over the remainder of the year; and
• Be aware of some resource materials/modules that might be
• The law requires that preschool age children with disabilities be educated in regular preschool programs to the maximum extent appropriate.
• One of the primary purposes of special education is to enable children with disabilities to be educated to the same standards that we expect for all children.
• The IEP is intended to address goals, objectives and services that will enable the child to be involved in and progress in the general curriculum.
(1)That to the maximum extent appropriate, children with disabilities…are educated with children who are non-disabled; and
(2) That special classes, separate schooling or other removal from the regular educational environment occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.”
“As used in this part, the term special education means specially designed instruction, at no cost to the parents, to meet the unique needs of a child with a disability…”
(3) Specially-designed instruction means adapting, as appropriate to the needs of an eligible child under this part, the content, methodology, or delivery of instruction –
(i) To address the unique needs of the child that result from the child’s disability;
(ii) To ensure access of the child to the general curriculum, so that he or she can meet the educational standards within the jurisdiction of the public agency that apply to all children.
• By one or more districts and/or the County Office of Education
• Programs within the SELPA usually offer multiple options, based on the needs of the child– Special Day Classes– Co-located programs – Individual and Small Group (DIS and RSP)– Itinerant Support to children in regular preschool
Services for Preschool Age Children with Disabilities
Program Service Requirements
LEAs mandated to provide special education and related services to children with disabilities , 3-5 years of age, with a need for intensive special education and services since 1979-80
Program eligibility expanded due to P.L. 99-457 through A.B. 2666 to include all children with disabilities
• Is identified as having a disability– Autism– Deaf-Blindness– Deafness– Hard of Hearing– Mental Retardation– Multiple Disabilities– Orthopedic Impairment– Other Health Impairment– Emotional Disturbance– Specific Learning Disabilities
– Speech and Language Impairment
– Traumatic Brain Injury– Visual Impairment– Established Medical
Disability
• Needs specially designed instruction
• Needs cannot be met with modification of the regular environment
Regular Class Designated Instruction and Services Resource Specialist Special Classes and Centers State Special Schools Non-public Schools and Agencies
• Regular public or private preschool• Child development center or family child care home• The child’s regular environment (including the home)• A special site with preschool programs for both
disabled and typically developing children• Reverse mainstream programs• Public school setting which provides age appropriate
Speech and Lanuage ImpairmentAutismMental RetardationSpecific Learning DisabilityOrthopedic ImpairmentOther Health ImpairmentMultiple DisabilitiesVisually ImpairmentDeafHard of HearingEstabilshed Medical DisabilityTraumatic Brain InjuryEmotional DisturbanceDeaf Blind
Children with Speech and Language Impairments are the most frequently identified (66%), followed by Autism (9.72%) and Mental Retardation (7.14%).
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21,469
9,428
4,895
3,548
983141 105 24
-
5,000
10,000
15,000
20,000
25,000
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Early Childhood Special Education
Early Childhood Setting
Early Childhood/Early ChildhoodSpecial Education CombinationItinerant
Home
Reverse Mainstream
Separate school
Residential Program
Preschool age children with disabilities are most often served in special education preschool programs (53%), followed by regular preschool programs (23%) and a combination of regular and special education preschool (12%).
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Children with disabilities are served in a variety of regular preschool settings
The majority of preschool age children served in 2000-2001 either exited special education altogether (28%) or were educated primarily in regular education classes (40%).
Specialized services for low incidence disabilities
Audiological services
Deaf and hard of hearing services
Orientation and mobility
Psychological services
Health and nursing – specialize physical healthcare
Individual counseling
Social work services
Language and Speech services are the most frequently provided, followed by transportation, occupational therapy, adapted physical education and parent counseling.
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Statewide System of School Readiness Networks
Expectations for Early Childhood
Special Education Specialists
Expectations for Early Childhood Special Education Specialists
• Each project will hire a part time Early Childhood Special Education Specialist
• Early Childhood Special Education Specialists will have background in both special education and early childhood.
• General Responsibilities:– Support the activities of the Regional Lead– Act as liaison to SELPAs, districts and county offices of
education administrators– Facilitate participation of early childhood special education
program personnel in the regular training, technical assistance and information sharing activities of the School Readiness Network