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Transition from Early Intervention to Early Childhood ... from Early Intervention to Early ... University of Illinois . ... Transition from Early Intervention to Early Childhood: What

Jun 07, 2018

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  • Transition from Early Intervention to Early

    Childhood:

    What Do I Need To Know?

    A Webinar for the Early Intervention Training

    Program Pat Kluzik Stauch, STAR NET Region II Resource Specialist

  • Todays Presenter

    Pat Kluzik Stauch Resource Specialist, STAR NET Region II

  • Todays Moderators

    Maria Matticks Consultant

    Early Intervention Training Program

    Michaelene M. Ostrosky Head and Goldstick Family Scholar,

    Special Education, University of Illinois

  • Survey & Certificate

    complete survey to get certificate

    Look for unique email AFTER the webinar with the survey from EARLY INTERVENTION TRAINING PROGRAM ([email protected])

    This webinar has ILLINOIS EI credit as well as ILLINOIS STATE LICENSURE* credit

    If you joined as a group, each individual will need to complete the unique survey for credit

    *OT, PT, SLP, SW, Nutrition/Dietitian

  • type in this boxlower left side of screen

    Chat Rollover the top or right side border to resize the chat box.

    Move the column

  • Explore Part C and Part B of IDEA 2004*, with a specific

    emphasis on transition, evaluation and eligibility Share strategies that facilitate smoother, successful

    transitions from all perspectives, across disciplines, and across service delivery models. Examine strategies for supporting families through transition

    from Early Intervention

    *Individuals with Disabilities Education Improvement Act, Part B Regulations (2006); Part C Regulations (2011)

    Workshop Objectives

  • 8 This packet may be reproduced for instructional or training purposes only.

    AGENDA

    Transition Process Requirements

    Strategies for Service Providers

    Understanding Eligibility for Early Childhood Special Education and Related Services

    Questions and Discussion

  • 10

    Early Intervention

    Who are the

    partners in

    transition?

  • 11

    PARENTS

    Early Intervention

    Local School District Rep.

  • The transition

    process out of EI begins by 2 years 6

    months

  • How do you support families in transition?

  • Reasons for a

    Transition Process

  • To ensure continuity of

    services

    Adapted from M. Wolery in DEC Recommended Practices: Indicators of Quality in Programs for Infants and Young Children with Special Needs and Their Families (1993)

  • To ensure continuity of services

    To minimize disruption to

    the family system

    Adapted from M. Wolery in DEC Recommended Practices: Indicators of Quality in Programs for Infants and Young Children with Special Needs and Their Families (1993)

  • Promote child functioning in the natural environment or the least restrictive environment

    To ensure continuity of services To minimize disruption to the family system

    Adapted from M. Wolery in DEC Recommended Practices: Indicators of Quality in Programs for Infants and Young Children with Special Needs and Their Families (1993)

  • Its Required!

  • Service Coordinator sends referral packet to School District or Co-op with parent written consent

  • Become familiar with When Im 3, where will I be? Transition Family Workbook

    Carry the booklet with you on home visits

    Listen to parent questions and concerns

    Support parents in their questions and feelings

  • Next Step. . .

    Transition Planning Conference is held when child is 2 years 9 months of age

  • Who is required to attend the Transition Planning Conference?

    A. SC, Parent/guardian

    B. LEA, Parent/guardian

    C. SC, LEA, Parent/guardian

    D. SC, LEA, Parent/guardian, evaluator(s)

    E. SC, LEA, Parent/guardian, evaluator(s), entire IFSP

    team

  • Attended by Parent, Evaluator(s), Service Coordinator, District Representative

    And, as appropriate, Service Provider(s)

  • Be Prepared Describe what child can do

    Describe a typical session with the child Describe what supports help the child to do their best

    Be positive

  • What is the main purpose of the Transition Planning Conference?

    A. Review/revise IFSP

    B. Plan for a smooth and effective transition

    C. Complete domain review and evaluations for

    Part B eligibility

    D. Develop IEP

  • What else needs to be done?

    Discuss progress in EI

    Provide information about preschool services under Part B

    Provide a description of Part B eligibility definitions

  • What else needs to be done?

    Describe the process for consenting to an evaluation &

    Eligibility determination

    Review timeline for transition, evaluation, eligibility

  • Always check that parents understand the process and the next step

  • Be Informed

  • Eligibility for Early Intervention

    Physical or Mental conditions resulting in Developmental Delay Developmental Delay of 30% or greater in one of more of the domains: cognitive, physical, communication, social or emotional, adaptive At Risk criteria

  • Eligibility for Part B

    Meets one or more of the eligibility categories for Part B services Developmental Delay can be used when child has a delay in physical, cognitive, communication, social or emotional, or adaptive development

  • Part C: Early Intervention

    Physical or Mental conditions resulting in Developmental Delay Developmental Delay of 30% or greater in one of more of the domains: cognitive, physical, communication, social or emotional, adaptive At Risk criteria

    Part B: Special Education and Related Services

    Meets one or more of the eligibility

    categories for Part B services

    Developmental Delay can be used when child has a delay in physical,

    cognitive, communication, social or emotional, or adaptive

    development

  • How do we determine

    Part B eligibility?

  • 34 Illinois Administrative Code, Special Education Rules and Regs, S. 226.120 A Parents Guide - The Educational Rights of Students with Disabilities (Rev. 2001), p.11-12.

    Does the child have one or more disabilities?

  • 35 Illinois Administrative Code, Special Education Rules and Regs, S. 226.120 A Parents Guide - The Educational Rights of Students with Disabilities (Rev. 2001), p.11-12.

    What are the childs Present Levels of Academic Achievement and Functional Performance?

  • 36

    Does the disability have an adverse affect on the childs education?

    Illinois Administrative Code, Special Education Rules and Regs, S. 226.120 A Parents Guide - The Educational Rights of Students with Disabilities (Rev. 2001), p.11-12.

  • 37 Illinois Administrative Code, Special Education Rules and Regs, S. 226.120 A Parents Guide - The Educational Rights of Students with Disabilities (Rev. 2001), p.11-12.

    Does the child need Special Education

    and Related Services?

  • Provide accurate information to parents about the evaluation and eligibility process

    Suggest that parents write down the questions they have for their district

    Provide accurate information to parents about their school district

  • Eligibility is NOT a Label . . . . .

    Eligibility is the KEY to opening the door to services

  • What are the

    Categories of Eligibility

    for Part B services?

  • Part B: Categories of Eligibility

    Autism

    Deaf-Blindness

    Deafness

    Emotional Disability

    Hearing Impairment

    Intellectual Disability

    Multiple Disabilities

    Orthopedic Impairment

    Other Health Impaired

    Specific Learning Disability

    Speech or Language Impairment

    Traumatic Brain Injury

    Visual Impairment

    Developmental Delay through 9 years of age

  • Do we have all the right people?

  • 44

    General Education is the First

    Presumption

    General Education is the Preferred

    Placement

  • Related Services are Educationally

    Relevant

  • 46

    Related Services are provided so the child can make progress in their IEP goals and

    benefit from special education

    IDEA 2004, Sec. 602 (26); CFR 34 Sec 300.34

  • Use plain, jargon-free language

    Describe how the child shows what they can do and what they know Provide accurate information to parents about their school district

  • What is one thing you can do to enhance your support of children and families in the transition process?

  • Survey & Certificate

    You will receive email with survey from EARLY INTERVENTION TRAINING PROGRAM ([email protected]) Must complete unique survey to get certificate

    Certificate will be emailed after survey completion (within 24 hours)

    Issues with survey or certificate, please contact us at [email protected]

    mailto:[email protected]:[email protected]

  • Lets Keep in Touch!

    The Early Intervention Training Program at the University of Illinois

    The Childrens Research Center

    Champaign, IL 61820

    51 Gerty Drive, Room 105

    Join Our Facebook Group Early Intervention Training Program at The University of Illinois

    Follow us on Twitter @EITPIllinois

    Visit our Website EITP.