What is Early Intervention

8/4/2019 What is Early Intervention

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What Is Early Intervention?

Credits

Source

U.S.DepartmentOf Education

Contents

WhyInterveneEarly?

Is EarlyInterventionReallyEffective?

Is Early

InterventionCostEffective?

Are ThereCriticalFeatures ToInclude InEarlyIntervention?

For MoreInformation

Forums

Education andKids

Early intervention applies to children of school age or younger who are

discovered to have or be at risk of developing a handicapping condition orother special need that may affect their development. Early interventionconsists in the provision of services such children and their families forthe purpose of lessening the effects of the condition. Early interventioncan be remedial or preventive in nature--remediating existingdevelopmental problems or preventing their occurrence.

Early intervention may focus on the child alone or on the child and thefamily together. Early intervention programs may be center-based, home-based, hospital-based, or a combination. Services range fromidentification--that is, hospital or school screening and referral services--

to diagnostic and direct intervention programs. Early intervention maybegin at any time between birth and school age; however, there are manyreasons for it to begin as early as possible.

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Why Intervene Early?

There are three primary reasons for intervening early with an exceptionalchild: to enhance the child's development, to provide support and

assistance to the family, and to maximize the child's and family's benefitto society.

Child development research has established that the rate of humanlearning and development is most rapid in the preschool years. Timing ofintervention becomes particularly important when a child runs the risk ofmissing an opportunity to learn during a state of maximum readiness. Ifthe most teachable moments or stages of greatest readiness are not takenadvantage of, a child may have difficulty learning a particular skill at alater time. Karnes and Lee (1978) have noted that "only through earlyidentification and appropriate programming can children develop their

potential" (p. 1).

Early intervention services also have a significant impact on the parentsand siblings of an exceptional infant or young child. The family of ayoung exceptional child often feels disappointment, social isolation,added stress, frustration, and helplessness. The compounded stress of thepresence of an exceptional child may affect the family's well-being and

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Related

Articl

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A Parent'sGuide toAccessingPrograms forInfants,Toddlers, andPreschoolerswithDisabilities

interfere with the child's development. Families of handicapped childrenare found to experience increased instances of divorce and suicide, andthe handicapped child is more likely to be abused than is anonhandicapped child. Early intervention can result in parents having

improved attitudes about themselves and their child, improvedinformation and skills for teaching their child, and more release time forleisure and employment. Parents of gifted preschoolers also need earlyservices so that they may better provide the supportive and nourishingenvironment needed by the child.

A third reason for intervening early is that society will reap maximumbenefits. The child's increased developmental and educational gains anddecreased dependence upon social institutions, the family's increasedability to cope with the presence of an exceptional child, and perhaps thechild's increased eligibility for employment, all provide economic as well

as social benefits.


Is Early Intervention Really Effective?

After nearly 50 years of research, there is evidence--both quantitative(data-based) and qualitative (reports of parents and teachers)--that earlyintervention increases the developmental and educational gains for thechild, improves the functioning of the family, and reaps long-term

benefits for society. Early intervention has been shown to result in thechild: (a) needing fewer special education and other habilitative serviceslater in life; (b) being retained in grade less often; and (c) in some casesbeing indistinguishable from nonhandicapped classmates years afterintervention.

Disadvantaged and gifted preschool-aged children benefit from earlyintervention as well. Longitudinal data on disadvantaged children whohad participated in the Ypsilanti Perry Preschool Project showed that theyhad maintained significant gains at age 19 (Berrueta-Clement,Schweinhart, Barnett, Epstein, Weikart, 1984). These children were more

committed to schooling and more of them finished high school and wenton to postsecondary programs and employment than children who did notattend preschool. They scored higher on reading, arithmetic, and languageachievement tests at all grade levels; showed a 50% reduction in the needfor special education services through the end of high school; and showedfewer anti-social or delinquent behaviors outside of school. Karnes (1983)asserts that underachievement in the gifted child may be prevented by

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early identification and appropriate programming.


Is Early Intervention Cost Effective?

The available data emphasize the long-term cost effectiveness of earlyintervention. The highly specialized, comprehensive services necessary toproduce the desired developmental gains are often, on a short-term basis,more costly than traditional school-aged service delivery models.However, there are significant examples of long-term cost savings thatresult from such early intervention programs.

A longitudinal study of children who had participated in the Perry

Preschool Project (Schweinhart and Weikart, 1980) found thatwhen schools invest about $3,000 for 1 year of preschooleducation for a child, they immediately begin to recover theirinvestment through savings in special education services. Benefitsincluded $668 from the mother's released time while the childattended preschool; $3,353 saved by the public schools becausechildren with preschool education had fewer years in grades; and$10,798 n projected lifetime earnings for the child.

Wood (1981) calculated the total cumulative costs to age 18 ofspecial education services to child beginning intervention at: (a)

birth ; (b) age 2; (c) age 6; and (d) at age 6 with no eventualmovement to regular education. She found that the total costs wereactually less if begun at birth! Total cost of special services begunat birth was $37,273 and total cost if begun at age 6 was between$46,816 and $53,340. The cost is less when intervention is earlierbecause of the remediation and prevention of developmentalproblems which would have required special services later in life.

A 3-year follow-up in Tennessee showed that for every dollarspent on early treatment, $7.00 in savings were realized within 36months. This savings resulted from deferral or special class

placement and institutionalization of severe behavior disorderedchildren (Snider, Sullivan, and Manning, 1974).

A recent evaluation of Colorado's state-wide early interventionservices reports a cost savings of $4.00 for every dollar spentwithin a 3-year period (McNulty, Smith, and Soper, 1983).

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Are There Critical Features To Include In Early

Intervention?

While there have been too few attempts to determine critical features ofeffective early intervention programs, there are a few factors which arepresent in most studies that report the greatest effectiveness. Theseprogram features include: (a) the age of the child at the time ofintervention; (b) parent involvement; and (c) the intensity and/or theamount of structure of the program model.

Many studies and literature reviews report that the earlier theintervention, the more effective it is. With intervention at birth orsoon after the diagnosis of a disability or high risk factors, the

developmental gains are greater and the likelihood of developingproblems is reduced (Cooper, 1981; Garland, Stone, Swanson, andWoodruff, 1981; Maisto and German, 1979; Strain, Young, andHorowitz, 1981).

The involvement of parents in their child's treatment is alsoimportant. The data show that parents of both handicapped andgifted preschool-aged children need the support and skillsnecessary to cope with their child's special needs. Outcomes offamily intervention include: (a) the parent's ability to implementthe child's program at home; and (b) reduced stress that facilitates

the health of the family. Both of these factors appear to play animportant role in the success of the program with the child(Beckman-Bell, 1981; Cooper, 1981; Garland and others, 1981;Karnes, 1983; Lovaas and Koegel, 1973; Shonkoff and Hauser-Cram, 1987).

Certain "structural" features are also related to the effectiveness ofearly intervention, regardless of the curriculum model employed.Successful programs are reported to be more highly structuredthan less successful ones (Shonkoff and Hauser-Cram, 1987;Strain and Odom, in press). That is, maximum benefits are

reported in programs that: (a) clearly specify and frequentlymonitor child and family behavior objectives; (b) preciselyidentify teacher behaviors and activities that are to be used in eachlesson; (c) utilize task analysis procedures; and (d) regularly usechild assessment and progress data to modify instruction. Inaddition to structure, the intensity of the services, particularly forseverely disordered children, appears to affect outcomes.Individualizing instruction and services to meet child needs also is

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reported to increase effectiveness. This does not necessarily meanone-to-one instruction. Rather, group activities are structured toreflect the instructional needs of each child.


For More Information

Beckman-Bell, P. "Needs of Parents with Developmentally DisabledChildren." In A National Review Project Of Child Development Services:A State-Of-The-Art Series, edited by R. Wiegerink and J. M. Bartel.Chapel Hill, NC: University of North Carolina, Frank Porter GrahamChild Development Center, l981.

Berrueta-Clement, J. R., and others. Changed Lives: The Effects Of The

Perry Preschool Project On Youths Through Age 19. Ypsilanti, MI:High/Scope Educational Research Foundation, 1984.

Cooper, J. H. An Early Childhood Special Education Primer. Chapel Hill,NC: Technical Assistance Development System (TADS), 1981.

Garland, C., N. W. Stone, J. Swanson, and G. Woodruff, eds. EarlyIntervention For Children With Special Needs And Their Families:Findings And Recommendations. Westar Series Paper No. 11. Seattle,WA: University of Washington, 1981. ED 207 278.

Karnes, M. B., ed. The Undeserved: Our Young Gifted Children. Reston,VA: The Council for Exceptional Children, 1983.

Karnes, M. B., and R. C. Lee. Early Childhood. Reston, VA: The Councilfor Exceptional Children.

Lovaas, O. I. and R. L. Koegel "Behavior Modification with AutisticChildren." In M. C. Thoresen ed., Behavior Modification In Education.Chicago: University of Chicago Press, 1973.

Maisto, A. A., and M. L. German. "Variables Related to Progress in a

Parent-Infant Training Program for High-Risk Infants." Journal OfPediatric Psychology 4 (1979): 409-419.

McNulty, B., D. B. Smith, and E. W. Soper. Effectiveness Of EarlySpecial Education For Handicapped Children. Colorado Department ofEducation, 1983.

Schweinhart, L. J., and D. P. Weikart. Young Children Grow UP: The

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Effects Of The Perry Preschool Program On Youths Through AGe 19.Ypsilanti, MI: High/Scope Educational Research Foundation. 1980.

Shonkoff, J. P. and P. Hauser-Cram. "Early Intervention for Disabled

Infants and Their Families: A Quantitative Analysis." Pediatrics 80(1987): 650-658.

Snider, J., W. Sullivan, and D. Manning. "Industrial EngineeringParticipation in a Special Education Program." Tennessee Engineer 1(1974): 21-23.

Strain, P. S., and S. Odom. "Innovations in the Education of PreschoolChildren with Severe Handicaps." In R. H. Horner, L. M. Voeltz, and H.B. Fredericks, eds., Education Of Learners With Severe Handicaps:Exemplary Service Strategies. (In press).

Strain, P. S., C. C. Young, and J. Horowitz. "Generalized BehaviorChange During Oppositional Child Training: An Examination of Childand Family Demographic Variables." Behavior Modification 1 (1981):15-26.

Wood, M. E. "Costs of Intervention Programs." In C. Garland and others,eds., Early Intervention For Children With Special Needs And TheirFamilies: Findings And Recommendations. Westar Series Paper No. 11.Seattle, WA: University of Washington, 1981. ED 207 278.

Credits

This publication was prepared with funding from the Office ofEducational Research and Improvement, U.S. Department of Education,under OERI contract. The opinions expressed in this report do notnecessarily reflect the positions or policies of OERI or the Department ofEducation.


o

Overview of Early Intervention

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Broadly speaking, early intervention services are specialized health, educational,and therapeutic services designed to meet the needs of infants and toddlers,from birth through age two, who have a developmental delayor disability, andtheir families. At the discretion of each State, services can also be provided tochildren who are considered to be at-riskof developing substantial delays ifservices are not provided.

Sometimes it is known from the moment a child is born that early interventionservices will be essential in helping the child grow and develop. Often this is sofor children who are diagnosed at birth with a specific condition or whoexperience significant prematurely, very low birth weight, illness, or surgery soonafter being born. Even before heading home from the hospital, this childsparents may be given a referral to their local early intervention office.

Some children have a relatively routine entry into the world, but may developmore slowly than others, experience set backs, or develop in ways that seemvery different from other children. For these children, a visit with adevelopmental pediatrician and a thorough evaluation may lead to an early

intervention referral, as well. However a child comes to be referred, assessed,and determined eligibleearly intervention services provide vital support so thatchildren with developmental needs can thrive and grow.

What areas of child development is EarlyIntervention services designed toaddress?

In a nutshell, early intervention is concerned with all the basic and brand newskills that babies typically develop during the first three years of life, such as:

physical (reaching, rolling, crawling, and walking) cognitive (thinking, learning, solving problems);

communication (talking, listening, understanding);

social/emotional (playing, feeling secure and happy); or,

self-help (eating, dressing).

What if I have a Concern?

My child seems to be developing much slower than other children.Would he/she be eligible for early intervention services?It is possible that your child may be eligible for early intervention, but moreinvestigation is necessary to determine that. If you think that your child is notdeveloping at the same pace or in the same way as most children his or her age,it is often a good idea to talk first to your childs pediatrician. Explain yourconcerns. Tell the doctor what you have observed with your child. Your child mayhave a disability or what is known as a developmental delay, or he or she may beat risk of having a disability or delay.

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Developmental delay is a term that means an infant or child is developing slowerthan normal in one or more areas (Anderson, Chitwood, & Hayden, 1997). Forexample, he or she may not be sitting up (or walking or talking) when mostchildren of that age are. The term at risk means that a childs development maybe delayed unless he or she receives early intervention services.

So, if you are concerned about your childs development, you will need to haveyour child evaluated to find out if he or she is eligible for early interventionservices. This evaluation is provided at no cost to you. There are many peoplewho can help you with this.

Where do I go for help?

There are a number of ways you can find help for your child. Since you arereading this article, we recommend that you go to the NICHCY State Specific

Resources page, select your state, select "Early Intervention Program" located inthe right navigation bar entitled Popular Searches. There, we have listed themain contact number for early intervention services in your state. Call theagency listed. Explain that you want to find out about early intervention servicesfor your child. Ask for the name of a contact person in your area.

If you dont have a State Resource Sheet for your state, visit our Web site athttp://www.nichcy.org/Pages/StateSpecificInfo.aspx. All State Resource Sheetsare available there. You can also call NICHCY at 1.800.695.0285 and ask one ofour information specialists to give you the number for early intervention servicesin your state.

How else might you find out about early intervention services in yourcommunity? Here are two ways:

Ask your childs pediatrician to put you in touch with the early interventionsystem in your community or region;

Contact the Pediatrics branch in a local hospital and ask where you should call tofind out about early intervention services in your area.

It is very important to write down the names and phone numbers of everyoneyou talk to. You can use the Parent's Record-Keeping Worksheet found furtherdown on this page. Having this information available will be helpful to you lateron.

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What do I say to the early intervention contactperson?

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Explain that you are concerned about your childs development. Say that youthink your child may need early intervention services. Explain that you would liketo have your child evaluated under IDEA. Write down any information the contactperson gives you.

The person may refer you to what is known as Child Find. One of Child Finds

purposes is to identify children who need early intervention services. Child Findoperates in every state and conducts screenings to identify children who mayneed early intervention services. These screenings are provided free of charge.

Each state has one agency that is in charge of the early intervention system forinfants and toddlers with special needs. This agency is known as the lead agency.It may be the state education agency or another agency, such as the healthdepartment. Each state decides which agency will serve as the lead agency. Theagency listed on the NICHCY State Resource Sheet under the heading Programsfor Infants and Toddlers: Birth Through 2 is your states lead agency.

What Happens Next?Once you are in contact with the early intervention system, the system willassign someone to work with you and your child through the evaluation andassessment process. This person will be your temporary service coordinator. Heor she should have a background in early childhood development and ways tohelp young children who may have developmental delays. The servicecoordinator should also know the policies for early intervention programs andservices in your state.

The early intervention system will need to determine if your child is eligible forearly intervention services. To do this, the staff will set up and carry out amultidisciplinary evaluation and assessment of your child. Read on for moreinformation about this process.

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What is a Multidisciplinary evaluation andAssessment?

IDEA requires that your child receive a timely, comprehensive, multidisciplinaryevaluation and assessment. The purposes of the evaluation and assessment areto find out:

the nature of your childs strengths, delays, or difficulties, and

whether or not your child is eligible for early intervention services.

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Multidisciplinary means that the evaluation group is made up of qualified peoplewho have different areas of training and experience. Together, they know aboutchildrens speech and language skills, physical abilities, hearing and vision, andother important areas of development. They know how to work with children,even very young ones, to discover if a child has a problem or is developing withinnormal ranges. Group members may evaluate your child together or individually.

Evaluation refers to the procedures used by these professionals to find out if yourchild is eligible for early intervention services. As part of the evaluation, the teamwill observe your child, ask your child to do things, talk to you and your child, anduse other methods to gather information. These procedures will help the teamfind out how your child functions in five areas of development: cognitivedevelopment, physical development, communication, social-emotionaldevelopment, and adaptive development.

Following your childs evaluation, you and a team of professionals will meet andreview all of the data, results, and reports. The people on the team will talk withyou about whether your child meets the criteria under IDEA and State policy for

having a developmental delay, a diagnosed physical or mental condition, orbeing at risk for having a substantial delay. If so, your child is generally found tobe eligible for services.

If found eligible, he or she will then be assessed. Assessment refers to theprocedures used throughout the time your child is in early intervention. Thepurposes of these ongoing procedures are to:

identify your childs unique strengths and needs, and determine what servicesare necessary to meet those needs.

With your consent, your familys needs will also be identified. This process, which

is family-directed, is intended to identify the resources, priorities, and concernsof your family. It also identifies the supports and services you may need toenhance your familys capacity to meet your childs developmental needs. Thefamily assessment is usually conducted through an interview with you, theparents.

When conducting the evaluation and assessment, team members may getinformation from some or all of the following:

Doctors reports;

Results from developmental tests and performance assessments given toyour child;

Your childs medical and developmental history;

Direct observations and feedback from all members of themultidisciplinary team, including you, the parents;

Interviews with you and other family members or caretakers; and

Any other important observations, records, and/or reports about yourchild.

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Who pays for the evaluation andAssessment?

It depends on your states policies or rules. Ask your local contact person or servicecoordinator about this. However, evaluations and assessments must be done by qualifiedpersonnel. As was said above, a multidisciplinary group of professionals will evaluateyour child. The group may include a psychologist or social worker, an earlyinterventionist or special educator, and an occupational or physical therapist. Allassessments must be performed in your childs native language.

Who pays for the evaluation and Assessment?

Under IDEA, evaluations and assessments are provided at no cost to parents.They are funded by state and federal monies.

Who is eligible for services?

Under the IDEA, infants and toddlers with disabilities are defined as childrenfrom birth through age two who need early intervention services because theyare experiencing developmental delays, as measured by appropriate diagnosticinstruments and procedures, in one or more of the following areas:

cognitive development.

physical development, including vision and hearing.

communication development.

social or emotional development.

adaptive development; or

...have a diagnosed physical or mental condition that has a highprobability of resulting in developmental delay.

The term may also include, if a state chooses, children from birth through agetwo who are at risk of having substantial developmental delays if earlyintervention services are not provided. (34 Code of Federal Regulations 303.16)

My child has been found eligible for services. Whats next?

If your child and family are found eligible, you and a team will meet to develop awritten plan for providing early intervention services to your child and, asnecessary, to your family. This plan is called the Individualized Family ServicePlan, or IFSP. It is a very important document, and you, as parents, are importantmembers of the team that develops it

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What is an Individualized Family Service Plan,or IFSP?

The IFSP is a written document that, among other things, outlines the earlyintervention services that your child and family will receive. One guiding principalof the IFSP is that the family is a childs greatest resource, that a young childsneeds are closely tied to the needs of his or her family. The best way to supportchildren and meet their needs is to support and build upon the individualstrengths of their family. So, the IFSP is a whole family plan with the parents asmajor contributors in its development. Involvement of other team members willdepend on what the child needs. These other team members could come fromseveral agencies and may include medical people, therapists, child developmentspecialists, social workers, and others.

Your childs IFSP must include the following:

your childs present physical, cognitive, communication, social/emotional,and adaptive development levels and needs;

family information (with your agreement), including the resources,priorities, and concerns of you, as parents, and other family members closelyinvolved with the child;

the major results or outcomes expected to be achieved for your child andfamily; the specific services your child will be receiving;

where in the natural environment (e.g., home, community) the serviceswill be provided (if the services will not be provided in the natural

environment, the IFSP must include a statement justifying why not); when and where your son or daughter will receive services;

the number of days or sessions he or she will receive each service andhow long each session will last;

whether the service will be provided on a one-on-one or group basis;

who will pay for the services;

the name of the service coordinator overseeing the implementation of theIFSP; and

the steps to be taken to support your childs transition out of earlyintervention and into another program when the time comes.

The IFSP may also identify services your family may be interested in, such as financialinformation or information about raising a child with a disability. The IFSP is reviewedevery six months and is updated at least once a year. The IFSP must be fully explained toyou, the parents, and your suggestions must be considered. You must give writtenconsent before services can start. If you do not give your consent in writing, your childwill not receive services. Each state has specific guidelines for the IFSP. Your servicecoordinator can explain what the IFSP guidelines are in your state

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Whats included in early intervention services?

Under IDEA, early intervention services must include a multidisciplinaryevaluation and assessment, a written Individualized Family Service Plan, servicecoordination, and specific services designed to meet the unique developmental

needs of the child and family. Early intervention services may be simple orcomplex depending on the childs needs. They can range from prescribingglasses for a two-year-old to developing a comprehensive approach with avariety of services and special instruction for a child, including home visits,counseling, and training for his or her family. Depending on your childs needs,his or her early intervention services may include:

family training, counseling, and home visits;

special instruction;

speech-language pathology services (sometimes referred to as speechtherapy);

audiology services (hearing impairment services);

occupational therapy;

physical therapy;

psychological services; medical services (only for diagnostic or evaluationpurposes);

health services needed to enable your child to benefit from the otherservices;

social work services;

assistive technology devices and services;

transportation;

nutrition services; and

service coordination services.

How are early intervention services delivered?

Early intervention services may be delivered in a variety of ways and in differentplaces. Sometimes services are provided in the childs home with the familyreceiving additional training. Services may also be provided in other settings,such as a clinic, a neighborhood daycare center, hospital, or the local healthdepartment. To the maximum extent appropriate, the services are to be provided

in natural environments or settings. Natural environments, broadly speaking, arewhere the child lives, learns, and plays. Services are provided by qualifiedpersonnel and may be offered through a public or private agency.

Will I have to pay for services?

Whether or not you, as parents, will have to pay for any services for your childdepends on the policies of your state. Under IDEA, the following services must be

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provided at no cost to families: Child Find services; evaluations and assessments;the development and review of the Individualized Family Service Plan; andservice coordination.

Depending on your states policies, you may have to pay for certain otherservices. You may be charged a sliding-scale fee, meaning the fees are based

on what you earn. Check with the contact person in your area or state. Someservices may be covered by your health insurance, by Medicaid, or by IndianHealth Services. Every effort is made to provide services to all infants andtoddlers who need help, regardless of family income. Services cannot be deniedto a child just because his or her family is not able to pay for them.

Parent's Record-Keeping Worksheet

The sample record-keeping worksheet below can help you start a file of

information about your child. As you contact different people and places, it's agood idea to keep records of people you've talked with and what was said. Astime goes by, you will want to add other information to your file, such as: Lettersand notes (from doctors, therapists, etc.); Medical records and reports; Results oftests and evaluations; Notes from meetings about your child; Therapist(s')reports; IFSP and IEP records; Your child's developmental history, includingpersonal notes or diaries on your child's development; Records of shots andvaccinations; and Family medical histories.

Make sure you get copies of all written information about your child (records,reports, etc.). This will help you become an important coordinator of services anda better advocate for your child. Remember, as time goes on, you'll probablyhave more information to keep track of, so it's a good idea to keep it together inone place.

Transition to Preschool from Early Intervention

Families of children transitioning from 'birth to three' early intervention center programs, or home

based services, to preschool programs, may find several options available in their communities.

Many early intervention centers offer transition planning services and evaluations within half ayear of a child's third birthday. School districts may have transition information available, and

will work with your child's early intervention professionals to plan appropriate support and

placement in preschool classes. Support services should be provided to eligible children who

enroll in a mainstream preschool or whose families choose to keep them at home until

kindergarten, or choose homeschooling.

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Children who have grown up in mainstream parks department programs or Mommy and Me

classes while receiving therapy services through private providers and/or early intervention

programs often must investigate their local school district policies to continue receiving services

after a child turns three years old.

Some families chose to invite early intervention professionals familiar with their child to

participate in transition IEP planning meetings at the school district, and others feel the need to

bring a professional advocate, or a trusted friend who will take notes and be available to talk with

later. Some school districts have policies about recording meetings, visiting classrooms, and other

activities that parents may wish to do.

Choosing a preschool for a child with a developmental disability, chronic health condition,

specific delays or other special needs is much the same activity as choosing a preschool for any

other child.

In addition to learning about the services that can be provided that speak to a child's diagnosis,

learning style or other challenges, parents should feel free to ask questions about ordinary

concerns and their special preferences.

Just as some mainstream preschools offer a focus on music, art, foriegn language or other

interests, some special education preschools have classrooms known for sign language, or signing

and speech, sometimes known as 'total communication,' positive behavior management,

inclusion, or other specialties.

Many parents prefer that their children start out with the children from their neighborhood, in

mainstream programs, and attend preschool as well as kindergarten and elementary school with

classmates whose families are friends or neighbors.

Often, a preschool that is highly regarded for ordinary children will offer a child with special

needs a welcoming and encouraging environment with many opportunities and adequate support.

Parents who search out these gems will also be the parents who know the best teachers to request

when their children turn five and go to kindergarten, which will often be the best inclusiveclassrooms for all our sons and daughters.

Teachers in special education as well as mainstream preschools often appreciate being loaned

books that parents have found helpful in explaining strategies that work best for their son or

daughter.

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Membership may vary, but regular, special, and vocational education are represented byteachers, administrators, and appropriate specialists serving in selected roles such astherapists, counselors, psychologists, bilingual teachers, and curriculum specialists.Parents, students, student's peers, and others can also serve on the team. Continuity ofteam membership is important and the team should be school based with some freedom

to adjust membership in response to the perceived needs of referred pupils. Majorfunctions of the team include:1. Determining if the student is a student with a disability and requires special educationservices;2. Planning and evaluating educational experiences of students who have been identifiedas in need of special education services; and3. Developing a plan of action that meets the educational, social, and vocational needs ofstudents with disabilities without placing them in special education and, if necessary,

identifying the student's unique needs in order to develop an individualized educationalprogram.Basic multidisciplinary team activities include:

1. Receiving and evaluating initial referrals of students who are experiencing difficulty inthe regular class or who are in need of special education on entering the educationalsystem.2. Developing intervention strategies that may be used in the regular class for thosestudents who will benefit most from regular education with provided modifications.3. Initiating the assessment process for students who are suspected of having a disability.4. Reviewing student assessment data and existing information.5. Developing an individualized educational program for the student.6. Deciding on the appropriate placement for the student.7. Acting as a support system for educators who serve students with special needs.Note: Exact purposes of the multidisciplinary team may vary among local schooldistricts. Some teamswork only during the prereferral stage attempting to keep the student in the regularclassroom (S-Team), some teams work on both prereferral (informal stage) and referral(formal stage) (S-Team), and some teams work on formal assessment, IEP development,and placement (IEP Team).B. Multidisciplinary evaluation team members

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(a) Administrators - The site administrator, principal or assistant principal is an essentialmember of the team. Why? The administrator should be aware of specific resources andexpertise within the school building. In addition, administrators are qualified to supervisethe program and can commit necessary resources.

Specific responsibilities include: Completing administrative arrangements for team meetings, such as scheduling the date,time, and place for meetings. Preparing an organized agenda for the meeting. Identifying critical personnel and inviting them to the meeting. Inviting parents to the meeting.

Chairing the meeting or appointing a designee. Encouraging each team member to participate actively during the meeting. Ensuring that each person knows what action the team recommends, who is responsiblefor implementation, and what resources are needed to support implementationadequately. Communicating administrative support of the team to all members of the schoolcommunity. Promoting and committing resources to secure needed technical assistance. Identifying needed topics for in-service and developmental training.(b) Regular education teachers - The regular education teacher and the special educationteacher should have a shared and equal responsibility to all the children in the classroom.Typically, the regular education teacher's role is devoted to the presentation of subjectmatter in the classroom, and is ultimately in charge of instruction in the classroom.However, the role of the regular education teacher is expanded to include:

helping to develop, review, and revise the IEP determining appropriate positive behavioral interventions and strategies for the student helping to determine supplementary aids and services, and program modifications forthe student

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Act as the student's advocate, i.e., represent the interests, preferences, and rights of thestudent or parents.(e) Students - Students should be invited and taught to be active participants in their ownIEP process. They should be taught self-determination skills and how to set their own

life goals and objectives.(f) School psychologists - The school psychologist may assume the followingresponsibilities:

Complete a thorough assessment of the child to determine eligibility for specialprograms and services. Analyze and interpret assessment data for parents and other team members.

Participate in identification of curricula modifications and instructional interventionsappropriate to the identified needs of the pupil. Conduct follow-up observations to determine the success of modifications andinterventions.(g) Related Services personnel - Related support people (to assist the regular educationand special education teachers) include: Speech-language therapists Occupational therapists Physical therapists Vision specialists Medical personnel, such as nurses and dietitians Social workers Counselors and mental health personnel Adaptive physical education teachers Vocational specialists OthersC. Rights of parents and students - Students with disabilities and their parents areguaranteed due process rights in determining special education eligibility, evaluation oftheir child, placement in the LRE, and provision of a free appropriate public education(FAPE).A copy of the procedural safeguards must be made available to the parents of achild with a disability upon:(a) initial referral for an evaluation;

(b) upon each notification of an individualized education program meeting;

(c) upon reevaluation of the child; and(d) upon registration of a complaint.

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Procedural safeguards include: independent educational evaluation prior written notice parental consent

access to educational records opportunity to present complaints the childs placement during pendency of due process proceedings procedures for students who are subject to placement in an interim alternativeeducational setting; requirements for unilateral placement by parents of children in private schools at publicexpense; mediation (a system in which parents and schools may voluntarily participate); due process hearings, including requirements for disclosure of evaluation results andrecommendations; state-level appeals

civil actions; and attorneys feesNote: Policies and procedures on such things as time lines for assessment, eligibilitydetermination and placement, composition of educational teams, procedures for parentalnotice and consent, and the process for examination of student records may vary fromstate to state. It is important to know Tennessees regulations.2. Functional Phases of the Team

Prereferral: The first step

Prereferral is not mandated, it is suggested by experts. The primary purpose of the

prereferral process is to reduce inappropriate referral of students for formal assessment,thereby enabling students to remain in regular class settings and avoid the possible

mislabeling of students as having a disability.

Note: teachers typically and routinely conduct Preferral activities. That is, the teachermodifies instruction, learning environment, instructional day, learner tasks, or managesclassroom behavior.

Several positive effects of prereferral:

1. A decrease in the number of students traditionally referred for special educationservices.

2. A decrease in the cost of funding for special education programs.

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3. Improved instructional outcomes resulting from the prereferral procedures.

4. Improved school climate.

5. Reduces the delay between referral and intervention (shortens the diagnostic process).

6. Uses existing, current student data or information.

7. It relies on the expertise of classroom teachers who know the students best.

8.Prereferral affords direct benefit to the students with mild disabilities by increasingtheir opportunities in mainstream settings, improving their chances of success with the

regular curriculum, and helping them avoid the stigma that is often associated with a

disability label.

Phase I: The initial referral

If a student continues to have difficulty after prereferral activities, referral to themultidisciplinary team for formal assessment is made. This begins the formal specialeducation process. The initial referral may come from sources other than the prereferralteam. Classroom teachers, parents or guardians or other professionals may refer a studentfor assessment.Students problem is identified. The regular education teacher, typically, will make thereferral for special assistance. Accordingly, the regular education teacher identifies alearning problem and then collects as much information as possible relative to the

student's specialized needs. The student's difficulties should be based on recordedobservations. The teacher should make a clear statement of the students needs, (i.e.,primary purpose of the request for assistance). The referral should include: A clear and concise description of the student's present level of functioning A brief summary of the student's learning strengths The students unique learning style A prioritized list of the student's learning needs

A brief description of the student's social interactions with peers A description of the problem that is interfering with school success A summary of the interventions that have been tried -- what worked and what did notwork

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After prior parental notice and consent have been given and an individual assessment isunder way, the teacher should continue to observe the student in a variety of learningsituations. A history of the student's problem can provide valuable information bydescribing the frequency with which the behavior occurs and under what conditions. It isrecommended that teachers collect representative samples of the student's work,

particularly if the student's problem is poor academic achievement.

Phase II: Team meeting

Typically, an administrator assumes responsibility for calling the team meeting, arrangingfor physical space for the meeting, setting the team agenda, and notifying all prospectiveparticipants. The team meets primarily to review the referral, clarify the problem, anddetermine the next step in the process (i.e., provide suggestions for instructional and/orbehavioral modifications and return the student to the regular class or refer the student forspecial assessment).

Phase III: Assessment

When modifications of the program result in failed student performance andachievement, the team may refer the students to be evaluated to determine if the child is achild with a disability and requires special educational services. At this time, formalassessment of the student takes place. The law requires:

1. Written notice is given to all parents and guardians.

2. Parents must give written permission for the team to evaluate and place their child.3. In conducting an evaluation, the local educational agency shall:A) use a variety of assessment tools and strategies to gather relevant functional anddevelopmental information, including information provided by the parent, that may assistin determining whether the child is a child with a disability and the content of the childsindividualized education program, including information related to enabling the child tobe involved in and progress in the general curriculum or, for preschool children, toparticipate in appropriate activities;

[Note that the emphasis is on gathering information that is instructionally relevant, i.e.,information that can be used to determine the content of the IEP and to help the studentprogress in the general curriculum.]B) not use any single procedure as the sole criterion for determining whether a child is achild with a disability or determining an appropriate educational program for the child;and

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C) use technically sound instruments that assess the relative contribution of cognitive andbehavioral factors, in addition to physical or developmental factors.4. In addition, the local educational agency shall ensure that:

A) tests and other evaluation materials used to assess a child under this section are: (a)selected and administered so as not to be discriminatory on a racial or cultural basis; and(b) provided and administered in the childs native language or other mode ofcommunication, unless it is clearly not feasible to do so; andB) any standardized tests that are given to the child (a) have been validated for thespecific purpose for which they are used; (b) are administered by trained andknowledgeable personnel; and (c) are administered in accordance with any instructionsprovided by the producer of such tests;

C) the student is assessed in all areas of suspected disability; andD) assessment tools and strategies provide relevant information that directly assistspersonnel in determining the educational needs of the child are provided.Upon completion of administration of tests and a review of other existing evaluationmaterials, the team determines whether the child is a child with a disability. A copy of theevaluation report and the documentation of determination of eligibility are then given tothe parent.In summary, when parental permission for assessing the student is obtained, theassessment is conducted, results are analyzed and a report of findings is written. Basedon this assessment, the multidisciplinary evaluation team determines eligibility forspecial education service.

Phase IV: IEP development

IEP Team - When the student is determined eligible for special education services; theIEP team meets (not necessarily the same multidisciplinary team) to develop anindividualized education program (IEP). IEP team means a group of individualscomprised of:

1. The parents of the student;2. At least one regular education teacher of the student, (if the student is or may beparticipating in the regular education environment);3. At least one special education teacher, or where appropriate, at least one specialeducation service provider of the student;

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4. A representative of the school district who is (a) qualified to provide or supervise theprovision of special education; (b) knowledgeable about the general curriculum; and (c)knowledgeable about the availability of resources of the district.

5. An individual who can interpret the instructional implications of evaluation results(can be one on the other members of the IEP team);6. At the discretion of the parent or the school district, others who have knowledge orspecial expertise regarding the child, including related services personnel, as appropriate;and7. Where appropriate the student with the disability.

Required components of the IEP

1. A statement of the student's present level of educational performance;2. A statement of measurable annual goals, including benchmarks or short-termobjectives related to: (a) meeting the students needs that result from the childsdisability to enable the student to be involved in and progress in the general curriculum;and (b) meeting each of the students other education needs that result from the studentsdisability;3. A statement of the specific special education and related services and supplementaryaids and services to be provided to the student in order for the student to: (a) advance

appropriately toward attaining the annual goals; (b) be involved and progress in thegeneral curriculum and to participate in extracurricular and other nonacademic activities;and (c) be educated and participate with nondisabled students in the general curriculumand in extracurricular and other non-academic activities;4. An explanation of the extent, if any, to which the child will not participate withnondisabled children in the regular class, in the general curriculum and in other activities(extracurricular and other nonacademic activities);5. A statement of any individual modifications needed for the student to participate instate- and district-wide assessments and if the IEP team determines that the child will not

participate in such assessments, a statement of why such assessments are not appropriateand how the child will be assessed; Tennessee currently requires that all students beassessed, either through the TCAP or TCAP-Alternative which is a portfolio assessmentfor the profoundly or severely disabled who cannot communicate via a written stateassessment. The state anticipates that this number will be less than 2% statewide.6. The projected dates for initiation of services and anticipated duration of the services;

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7. Beginning at age 14, a statement of the students transition service needs focusing onthe students course of study (such as participation in advance-placement courses orvocational education programs); Beginning at age 16 (or younger if appropriate),astatement of needed transition services, including interagency responsibilities andlinkages; Beginning at least one year before the child reaches age of majority under state

law, a statement that the child has been informed of his or her rights that will transfer tothe child on reaching age of majority; and8. A statement of how the students progress toward the annual goals will be measured,and how parents will be regularly informed (by such means as report cards), at least asoften as parents of nondisabled students are informed, of their nondisabled studentsprogress toward goals, and the extent to which the progress is sufficient to enable thestudent to achieve the goals by the end of the year.(emphasis on general education )Factors to Consider when Developing the IEP

The IDEA Amendments of 1997 add specific factors that the IEP team must considerwhen developing a childs IEP. Most notably, the team must consider behavior issues andthe specific communication needs of the child; if he or she is blind or visually impaired,of limited English proficiency, or deaf or hard of hearing.A. In general, when developing each childs IEP, the IEP Team shall consider (a) thestrengths of the child and the concerns of the parents for enhancing the education of theirchild; and (b) the results of the initial evaluation or most recent evaluation of the child.B. Special Factors

a) in the case of a child whose behavior impedes his or her learning or that of others,consider, when appropriate, strategies, including positive behavioral interventions,strategies, and supports to address that behavior;b) in the case of a child with limited English proficiency, consider the language needs ofthe child as such needs relate to the childs IEP;c) in the case of a child who is blind or visually impaired, provide for instruction inBraille and the use of Braille unless the IEP Team determines, after an evaluation of thechilds reading and writing skills, needs, and appropriate reading and writing media, thatinstruction in Braille or the use of Braille is not appropriate for the child;d) consider the communication needs of the child, and in the case of a child who is deafor hard of hearing, consider the childs language and communication needs, opportunitiesfor direct communications with peers and professional personnel in the childs languageand communication mode, academic level and full range of needs, includingopportunities for direct instruction in the childs language and communication mode; and

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e) consider whether the child requires assistive devices and services.C. Role of the Regular Education Teacher

The regular education teacher of the child, as a member of the IEP Team, shall, to the

extent appropriate, participate in the development of the IEP of the child, including thedetermination of appropriate positive behavioral interventions, and strategies and thedetermination of supplementary aids and services, program modifications, and supportfor school personnel.

Review and revision of the IEPSevier County School System shall ensure that the IEP Team (a) reviews the childs IEPperiodically, but not less than annually to determine whether the annual goals for thechild are being achieved; and (b) revises the IEP as appropriate to address (I) any lack of

expected progress toward the annual goals and in the general curriculum, whereappropriate; (II) the results of any reevaluation; (III) information about the child providedto, or by, the parents; (IV) the childs anticipated needs; or (V) other matters.The regular education teacher of the child, as a member of the IEP Team, shall, to theextent appropriate, participate in the review and revision of the IEP of the child.

IEP - Purposes1. To ensure professional accountability for providing appropriate educational services toindividuals with disabilities.2. To ensure an individualized educational program to meet the academic, social, andvocational needs of individuals with disabilities in the least restrictive environment.3. To ensure parent participation4. To ensure collaborative and open communication among all personnel working with anindividual with a disability.Note: The IEP is a written agreement of resources, special education, and related services

to be provided. It is also a vehicle for determining if a child is progressing toward thestated educational outcomes. The IEP represents a commitment of resources to thestudent and should reflect the best thinking of every member of the IEP Team.Phase V: Support in the mainstream IDEA mandates the placement of pupils withdisabilities in settings with peers without disabilities to the maximum extent possible, andrequires an explanation of why they are not in the regular education setting when

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excluded. The IEP team has the legally mandated responsibility to monitor the student'sspecial education program. A monitoring plan should be built into the student's IEP.

Documents

What is Early Intervention