So far in this series we have looked at the definition of inclusion and some common misconceptions and benefits surrounding the inclusion of children with disabilities.
In Part Three we are looking at using the Team Approach and making your organization a valuable part of a child’s team not just part of their education or care and how to be part of the plan.
Continue reading below the links.
Part One – Definitions & Requirements.
Part Two – Misconceptions & Benefits.
List of Medical Conditions & Disorders
List of Acronyms & Abbreviations
List of National Organizations & Resources
List of Frequently Asked Questions
BEING ON THE CHILD’S TEAM
Many children with special needs receive services from a team of people. The team begins with the family and may also include a speech therapist, physical therapist, support coordinator, occupational therapist, early intervention/early childhood special education specialist (for children birth to five), special education teacher (for children 6 through 21), nurse, or mental health therapist. As a child care provider, you can be an important part of this team.
What can you offer to the team?
As a child care professional, you spend many hours with a child. You can see the child interact with other children, see changes in his or her growth and development, and see signs of illness or distress.
This gives you important information to share with others who are working with the child. Your information will help team members know a child better and help them set appropriate goals for the child to work toward.
Specialists may ask for specific types of information such as changes in a child’s behaviors or times when the child’s energy levels are very low. Writing down brief notes will help you remember and share this information. You can also help team members to remember the positives! Therapists must often focus on concerns, so you can play an important role by pointing out gains the child has made in your setting.
How can others on the child’s team help you?
“Teaming” with parents and professionals can be an extra benefit of caring for a child with special needs. With the parent’s permission, service providers can:
• Help you learn how to respond to certain behaviors
• Help you know which things a child can or cannot do
• Explain how to handle special health care needs
• Let you know when you need to be especially careful with a child
• Tell you about other helpful services and resources.
A specialist may even be able to provide services in your child care setting. For example, a therapist might come to help a child with physical therapy exercises (which gives you a chance to learn, too).
How do I become part of a child’s team?
Ask parents about services their child is receiving. Be clear that you are only interested in the information they wish to share. Ask for permission to talk with service providers and determine if there are particular things that the parents want you to share with the providers.
Parents can tell you about the types of professionals that are working with their child and how to contact them. Encourage parents to give your phone number to service providers so they can call you with their questions. Be sure to have parental permission before you talk to a specialist. Agencies will usually require written permission prior to discussing a child with you.
BEING PART OF THE PLAN
A school age child (ages 3 through 21) receiving special education service will have an individualized educational plan (lEP). The child’s team (family and service providers) develops these plans. IEP’s include goals and resources to increase the child’s ability to learn. With parental permission, you may ask for a copy of the IEP. Knowing what the plan says will help you assist a child in meeting his or her goals. Parts of the plans may even be implemented in your facility.
Parents may request that you be involved in developing a child’s IEP. IEP meetings usually take place at least once during the year. If you are able to attend, take notes during the meeting so you can refer to them when needed. You can also bring your notes about things you have observed in your business setting. This will help you share the child’s accomplishments. Parents can request that meetings take place at times and locations that are accessible to them. Ask if this is a possibility for team meetings, at least on an occasional basis. If you cannot go to meetings, ask what information you can send or call in to other team members. Ask them to keep you updated, especially about any decisions made at the meeting that relate to your time with the child.
INDIVIDUALS WITH DISABILITIES EDUCATION IMPROVEMENT ACT (IDEA)
The Individuals with Disabilities Education Improvement Act (IDEA) requires states to provide a free appropriate public education (FAPE) to eligible children and youth with disabilities, through, ages 3 to 21. The 1997 revisions to the Act strengthened early childhood services.
There are three major provisions:
• Part C, Infants and Toddlers Program
• Part B, Education for Children with Disabilities, ages 3 through 21
• Section 619, the Preschool Grants Program
IDEA, PART C
Included in this act is Part C (federal entitlement program); a statewide, community-based, comprehensive, coordinated, family-focused, multidisciplinary, inter-agency program of early intervention services for infants and toddlers, birth to 36 months with established conditions or developmental delays and their families.
IDEA, Part C services include identification, evaluation, service coordination, and individualized family support plan (IFSP) development, as well as early intervention services such as physical therapy, occupational therapy, special instruction and family support services. Services are based on the concerns and priorities of the child’s parents and IFSP team and the outcomes described in the plan.
IDEA, PART B
Part B applies to children with disabilities, ages 3 through 21, who have not graduated from high school. This part of the law entitles eligible children to receive special education and related services. A child is eligible when the requirements listed in the State Board of Education Rules for Exceptional Student Education have been met.
The specially designed instruction provides teaching, special materials, and other needed educational services.The program must be appropriate, free of charge, and set up to meet the needs of the child as agreed upon by the parents and the school. Decisions about the child must be made after an individual evaluation.The program for the child must be described in writing in an individual educational plan (IEP).
NOTE: It is optional for the local school boards to serve children birth to 36 months who meet the eligibility criteria for Part C.
INDIVIDUAL EDUCATIONAL PLAN (IEP)
Every child who receives Exceptional Student Education (ESE) services has an IEP that describes the student’s needs, educational goals and the types of educational and related services the child will receive at school. Some children with disabilities receive physical, speech and/or occupational therapy in the school setting. While children are receiving ESE services, they may not have a service coordinator or support coordinator through the school; however, someone such as a teacher or therapist will coordinate the child’s educational program.
IDEA Section 619
The Preschool Grants program, authorizes grants to all states for services for children with disabilities, ages 3 through 5, and for continuity of special education services for children moving out of Part C.
Section 504 of the Rehabilitation Act
This section prohibits discrimination against children and adults on the basis of a disability by any program or activity receiving federal financial assistance. Section 504 applies to public or private preschools, child care centers, Head Start/Early Head Start, or family child care homes that receive federal funds either directly or through a grant, loan, or contract.
Individualized Family Support Plan (IFSP)
A written document for infant and toddlers (ages birth to 36 months) developed by a team of people who have worked with the child and the family, the IFSP must describe the child’s development levels, family information, outcomes expected to be achieved for the child and family. The services the child will be receiving; when and where the child will receive services; and the steps to be taken to support the transition of the child to another program. The IFSP will also list the name of the service coordinator assigned to the child and his or her family.
The above information was taken from Understanding Inclusion by the Children’s Forum.
Part One – Definitions & Requirements.
Part Two – Misconceptions & Benefits.
List of Medical Conditions & Disorders.
List of Acronyms & Abbreviations.
List of National Organizations & Resources
List of Frequently Asked Questions
This series and The Tutor Report is sponsored by Oases Online.
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