ED 455 664

AUTHORTITLE

INSTITUTION

SPONS AGENCYPUB DATENOTECONTRACTAVAILABLE FROM

PUB TYPEEDRS PRICEDESCRIPTORS

IDENTIFIERS

ABSTRACT

DOCUMENT RESUME

EC 308 629

Trohanis, Pascal L.Progress in Providing Services to Young Children withSpecial Needs and Their Families: An Overview to and Updateon Implementing the Individuals with Disabilities EducationAct (IDEA). NECTAS Notes, Number 7. Revised.National Early Childhood Technical Assistance System, ChapelHill, NC.Special Education Programs (ED/OSERS), Washington, DC.1996-08-0123p.; Originally published May 1995.H024A960001National Early Childhood Technical Assistance System(NECTAS), 137 E. Franklin St., Suite 500, Chapel Hill, NC27514-3628. Tel: 919-962-8426; Tel: 877-574-3194 (TDD) ; Fax:

919-966-7463; e-mail: nectas@unc.edu; Web site:http://www.nectas.unc.edu.Reports Descriptive (141)MF01/PC01 Plus Postage.Agency Cooperation; Coordination; *Disabilities; EarlyChildhood Education; *Early Intervention; *EducationalLegislation; *Federal Legislation; *Financial Support;National Surveys; Parent Participation; Preschool Education;*Public Policy; Special Education; Statistical DataAmendments; *Individuals with Disabilities Educ Act Amend1997; Individuals with Disabilities Education Act Part B;Individuals with Disabilities Education Act Part C;Individuals with Disabilities Education Act Part H

This paper discusses three Federal programs related to theIndividuals with Disabilities Education Act (IDEA) : (1) Part H, the Programfor Infants and Toddlers with Disabilities; (2) Section 619 of Part B, thePreschool Grants Program; and (3) under Part C, the Early Education Programfor Children with Disabilities (EEPCD). An overview of each of the programsis provided, followed by an outline of major accomplishments to date. Thepaper concludes by stating that all states, including those in the Pacificand Atlantic Basins, and EEPCD projects are making progress to fulfill thegoals of P.L. 99-457 and the current amendments to IDEA. In particular,states and jurisdictions are being encouraged to enhance child development,maximize inclusive practices, and support and collaborate with families andpartners throughout the planning and provision of services. The paperincludes references, data tables, and a list of additional publicationsavailable from the National Early Childhood Technical Assistance System(NECTAS) . (SG)

771imber 7 May 1995 (rev, for third printing August 1996)

Progress in Providing Services toYoung Children With Special Needs and Their Families

An Overview to and Update on ImpletnentingThe Individuals With Disabilities Education Act (IDEA)

by Pascal L. Trohanis

IntrodudionWith bipartisan support, the 99th Congress enacted and President Reagan signed intolaw on October 8, 1986, P.L. 99-457, the Amendments to the Education of the Handi-capped Act (EHA). These Amendments reauthorized the EHA and included a rigorousnational agenda to increase and improve services for young children with special needs,birth through 5 years of age, and their families. This agenda was fueled by the needs ofchildren and families and by the documented benefits of early intervention and preschoolservices. Furthermore, the unique role of families in the development of their childrenwith disabilities was recognized, along with the importance of family participationthroughout the policy development and service provision processes. Collaboration andcoordination among existing Federal, state, and local agencies were considered to becritical to this process. And, a multiplicity of responsive, appropriate, inclusive, andhigh-quality services was recommended.

This reform agenda was subsequently updated through amendments P.L. 101-476, TheIndividuals with Disabilities Education Act (IDEA), in October 1990; P.L. 102-119,amendments to IDEA, in October 1991; P.L. 102-421, amendments to IDEA, in 1992;and P.L. 103-382, amendments to IDEA by the Improving America's Schools Act inOctober 1994. (See Figure 1 for a depiction of the historical evolution of IDEA and itsrelationshzp to other Federal initiatives related to services to young children with specialneeds.) IDEA contains numerous initiatives, including research, training, educationaltechnology, demonstration, outreach, and technical assistance. Three major portions ofIDEA have been particularly critical to the expansion and improvement of services toinfants, toddlers, and preschoolers in states and jurisdictions: Part H, the Program forInfants and Toddlers With Disabilities; Section 619 of Part B, the Preschool Grants Pro-gram; and, under Part C, the Early Education Program for Children With Disabilities(EEPCD).

This paper provides an overview of each of these three Federal programs, followed byan outline of major accomplishments to date.

Program Overviews

Program for Infants and Toddlers With Disabilities (Part H)

The Program for Infant and Toddlers With Disabilities was initiated under EHA in 1986.Frequently referred to as Part H, it created a voluntary program to assist states and juris-

continued

U.S. DEPARTMENT OF EDUCATIONOffice of Educational Research and Improvement

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

G/This document has been reproduced asreceived from the person or organizationoriginating it.

0 Minor changes have been made toimprove reproduction quality.

Points of view or opinions stated in thisdocument do not necessarily representofficial OERI position or policy.

rna 00 *E'' >?)".

Z5,4L" 0

Immellrncn

National Early Childhood Technical Assistance System (NEC*TAS)137 E. Franklin Street, Suite 500 Chapel Hill, NC 27514 (919) 962-2001A program of the Frank Porter Graham Child Development Center, University of North Carolina at Chapel Hill

2 BEST COPY AVAILABLE

Issue No. 7 NEC*TAS Notes May 1995

dictions with funds to plan, develop, and implement astatewide system of comprehensive, coordinated,multidisciplinary, interagency programs for all eligi-ble young children with disabilities, birth through 2years of age.

Each participating state's system, which was phasedin over a 5- to 7-year period, must be tailored to suitits own needs and characteristics. (See Figure 2 for ashort history of when participating states and juris-dictions have assured that appropriate early interven-tion services are entitled and available to all eligibleinfants and toddlers and their families. Note that themajority of states have been in the implementationphase since only September of 1993.) Each state orjurisdiction, in concert with its local communities, isto design a family-centered, responsive, collabora-tive, culturally appropriate, and high-quality servicesystem with an emphasis on natural settings. Eachsystem must include, at minimum, the 14 componentscalled for in the law (see Figure 3).

The governor of each state or jurisdiction is chargedto appoint a lead agency within the state to plan andoversee the operation of the comprehensive system.Agencies performing a variety of functions have beenappointed to play this important role. (See Figure 4for a list of Part H lead agencies.) Additionally, anInteragency Coordinating Council (ICC) is appointedby each governor to advise and assist the state's leadagency. Each ICC has an appointed chairperson andis composed of various agency, service provider, uni-versity, and parent representatives.

According to federal law, the U.S. Department ofEducation distributes funds to the states to help themcarry out collaborative systems planning and policydevelopment and implementation for infants and tod-dlers who have disabilities or, at a state's discretion,for infants and toddlers who are at risk of havingsubstantial developmental delays. These grants alsomay be used to pay for the provision of direct servicesto children which are not otherwise provided for byother public or private sources, or to expand andimprove services that already are available (see Fig-ure 5 for a list of the array of services that can beprovided under Part II). Initiatives may include spe-cial demonstration projects, family support programs,evaluation studies, inservice education, and technicalassistance efforts. Congress appropriated $50 millionfor the first year of this multi-year initiative; $67million for the second year; approximately $69 mil-

lion for year 3; $79 million for year 4; $117 millionfor year 5; $175 million for year 6; $213 million foryear 7; $253 million for year 8; and $316 million eachfor years 9,10, and 11 (see, for example, DOE 1995).State gants are based upon a census formula that takesinto account the state's overall birth through 2-year-old population. Based upon an informal NEC*TASanalysis of state costs for early intervention, federalPart H grant funds support approximately 16% of thetotal costs for early intervention. (Annual appropria-tions and the total number of infants and toddlers thatstates report having served are presented in Figure 6.)

Under this part of the federal statute is the estab-lishment and operation of a Federal Interagency Co-ordinating Council (FICC). This unique Council ischarged with ensuring coordination and cooperationof federal early intervention and preschool programsand of policies across federal agencies. The FICC iscomposed of diverse representatives, including par-ents who are local consumers, federal agencies, ICCchairs, state agencies, and others who provide servicesto this population. The Council meets in Washington,D.C., on a quarterly basis.

Two major studies of the Part H program were under-taken at Congress's request. The first was a study ofearly intervention activities conducted jointly by theU.S. Departments of Education and Health and Hu-man Services (1989). This effort, concluded in 1989,described the variety of national efforts sponsored bythese two large federal agencies and others. The sec-ond study, by the U.S. Department of Education(1993), examined and developed recommendationsfor the formula for distributing federal Part H fundsto states and jurisdictions after October 1994.

Preschool Grants Program(Section 619 of Part B)This part, referred to as Section 619, amends a pre-vious portion of Part B of EHA, that was known asthe Preschool Incentive Grant Program. It createdenhanced incentives so that all states would providean entitlement a free appropriate public education(FAPE) to all 3- through 5-year-old children withdisabilities by school year 1991-92. Family servicesand variations in child programming are encouraged.(Please refer to Figure 5 for the array of services thatcan be provided under Part B.) All other requirementsof a state's Part B plan for special education andrelated services such as Individualized Education

3

Issue No. 7 NEC*TAS Notes :May 1995

Program (IEP), due process, nondiscriminatory test-ing and evaluation, and placement in the least restric-tive environment must be implemented. (SeeFigure 7 for the years in which states andjurisdictionsndopted a policy to provide FAPE.)

The U.S. Department of Education awards formulagrants to state educational agencies (SEAs) to imple-ment this program through local educational agenciesand other contracted community service agencies.Congress appropriated $180 million for the first yearof this program; $201 for the 1988 federal fiscal year;$247 million for 1989; $251 million for 1990; $292million for 1991; $320 million for 1992; $326 millionfor 1993; $339 million for 1994; and $360 millioneach for federal fiscal years 1995, 1996, and 1997.Grants to states are determined by the number of 3-through 5-year-old children receiving special educa-tion services. A minimum of 75% of these funds mustgo to local school districts for the provision of directservices to preschoolers and, therefore, supplementstate and local funds to ensure that all eligible pre-school-age children receive FAPE. Of the remaining25%, 5% must be used for program administration andup to 20% may be used for the ongoing planning anddevelopment of a comprehensive service delivery sys-tem. (See Figure 8 for general Section 619 budgetinformation and for figures showing the growth of thenational 3- through 5- year-old child counts.)

The growth in the number of children being servedunder the Preschool Grants Program from 261,000in 1986 to 525,000 as of December 1994 attests tostates' commitment to this program and its success inreaching eligible children and their families. As aresult of this growth, the U.S. General AccountingOffice (1994) identified the Preschool Grants Pro-gram as the second largest federal program targetingits funds to 3-, 4-, and 5-year-old children, and theonly federal program exclusively serving preschool-age children with disabilities.

Early Education Program for ChildrenWith Disabilities (EEPCD) (Part C)This part amended previous portions of EHA by ex-panding the former Handicapped Children's EarlyEducation Program (HCEEP), which began in 1969.As of October 1996, there are 109 EEPCD projectsnationwide, including model demonstrations, re-search institutes, inservice training, outreach, andtechnical assistance (see also Guadagno, 1997). Col-

lectively, these projects have successfully generatednew knowledge and practices involving effectiveservice delivery mechanisms that are responsive to thechanging needs of diverse populations of childrenwith special needs and and their families, and theyhave promoted family involvement in these services.Additionally, the projects have been enormously suc-cessful in stimulating state and local services and inproducing concrete results. For example, 80% to 85%of these comprehensive, community-based projectshave continued to provide services after their federalgrant period. Their products, including innovativeintervention models, curricula, assessments, andtraining materials have been disseminated widely,even to international audiences. The EEPCD grantprogram continues to serve an important role in ournation and should provide leadership into the future.(See Figure 9 for an overview of EEPCD and otherprograms managed by the U.S. Department of Educa-tion through its Office of Special Education Pro-grams, Early Childhood Branch.)

The National Early Childhood Technical AssistanceSystem (NEC*TAS) is a special EEPCD project thatprovides on-going consultation, support assistance,and inservice education to state Part H and Part B-Sec-tion 619 grantees and to other EEPCD projects.NEC*TAS also supports the work of the FICC andcollaborates with other national TA and resource in-itiatives. NEC*TAS is a consortium project consistingof a coordinating office at the Frank Porter GrahamChild Development Center of the University of NorthCarolina at Chapel Hill and five subcontractors. (SeeFigure 10 for an overview of this national TA pro-gram.)

Managing the day-to-day operations for the nationalEEPCD and state grant programs is the U.S. Depart-ment of Education in Washington, D.C. In particular,administrative guidance is provided by the Office ofSpecial Education and Rehabilitative Services(OSERS) and its Office of Special Education Pro-grams (OSEP) in Washington, D.C. (See Figure I I foran abbreviated organizational chart of this adminis-tering federal agency.)

AccomplishmentsAll of America's eligible states and jurisdictions, in-cluding those in the Pacific and Atlantic Basins, andEEPCD projects are making progress to fulfill thebroad goals of this national early childhood initiative.

3

4

Issue No. 7 NEC*TAS Notes May 1995

In attempting to implement seamless and inclusiveservice systems, all are using a variety of collaborativeand creative strategies to address a number of imple-mentation challenges posed by the early childhoodprovisions of the IDEA legislation. Many accomplish-ments can be traced to the implementation of thisnationwide reform effort that began in 1986:

Direct Services. All states and jurisdictions haveexpanded direct services to infants, toddlers, andpreschoolers and their families. Since the 1992-93school year, all states and jurisdictions have beenensuring the provision of a free appropriate publiceducation (FAPE) to all eligible 3- through 5-year-olds, which has led to a dramatic growth in thenumber of children being served (refer to Figure8). And, since September 30, 1994, all eligiblestates and jurisdictions have been providing anentitlement to early intervention services for chil-dren, birth through 2 years of age (see Figure 2).

Interagency Collaboration. All states and juris-dictions have or are developing coordination plansand interagency agreements with other initiativessuch as Head Start, developmental disabilities,GOALS 2000, maternal and child health, child careand development, mental health, Healthy People2000, Title I and Even Start, and Medicaid. Forexample, 47 SEAs have agreements with HeadStart.

Policies. All states have developed policies and/orresource materials in areas that include eligibility,individualized family service plans and individu-alized education programs, service coordination,transition, least restrictive environments/naturalenvironments, procedural safeguards, child identi-fication, and diversity.

Funding. All states are designing and undertakingto coordinate the use of multiple federal, state, andlocal (public and private) funding streams to en-able their systems to operate more effectively andefficiently. For example, 47 states report usingMedicaid to fund their state Part H programs.

Community Practices. All states are disseminat-ing information on innovative community-levelpractices and procedures that are developmentallyappropriate and family centered, and on programdesigns and features to serve all children, includingchildren with disabilities.

Public Awareness. All states and jurisdictionshave implemented plans for public awareness pro-grams (especially related to child identificationactivities with effective media campaigns and serv-ice system names such as "First Steps," "EarlyOn," "Baby Net," "CAREarly," "Every StepCounts," "Growing in Beauty," and "SoonerStart").

Local ICCs. All states and jurisdictions havestreamlined and/or developed organizational struc-tures that create collaborative coordinating mecha-nisms. This infrastructure is intended to facilitateplanning, decision making, and empowering par-ents so that local, regional, and state responsibili-ties can be bridged for service delivery involvingpublic and private providers. For example, 41states include local interagency coordinating coun-cils (LICCs) in their Part H system.

Personnel. All states and jurisdictions are ad-dressing the complexities of ensuring that person-nel (e.g., early interventionists, teachers,occupational and physical therapists, speech-lan-guage pathologists, psychologists, paraprofession-als, and nurses) are trained and qualified to operatetheir respective comprehensive service systems.

Volunteer Participation. All states and jurisdic-tions indicate a high level of volunteer and collabo-rative participation, including involvement in theState Interagency Coordinating Council, counciltask forces and committees, and local and regionalactivities.

At-Risk Services. Eleven states and jurisdictionshave formally incorporated in their eligibility defi-nitions at-risk populations to be served by the PartH program. Additionally, several other states in-clude children with multiple risk factors in theirdefinition of developmental delay.

Evaluation Studies. Several states have under-taken general and targeted evaluation studies onthe effectiveness of early childhood services, costsavings, developmental status of children, andfamily involvement.

ClosingCongress, through the passage of P.L. 99-457 and thecurrent amendments to IDEA, has established a na-tional agenda. This revitalized agenda seeks to expandthe opportunities and benefits of early intervention

4

Issue No. 7 NEC*TAS Notes kilay 1995

and preschool services to many more young childrenwith special needs and their families in all of ournation's villages, towns, cities, and communitiesfrom Maine to Guam and from Alaska to Puerto Rico.In particular, Congress has encouraged states andjurisdictions to enhance child development, maximizeinclusive practices, and support and collaborate withfamilies as partners throughout the planning and pro-vision of services. Within the last couple of years, allstates have actively responded to this national agenda.This federal-state-local partnership has created a posi-tive framework for comprehensive service systems.Local service systems and structures have beenplanned and developed, and now are being widelyimplemented.

A parent of a child with disabilities reminds us thatearly childhood services are effective and cost saving:

Services early in the life of children with specialneeds gives them an extra boost that, in manycases, will allow them to lead a more normal lifeas they grow older. It is very likely that a littleeffort up front with young children will result in amuch lower need for services as the child pro-gresses through the education system to adult life.

(Personal communication, January 1995)

One Congressman aptly observed that this legislativeagenda marks another important step in Congress'willingness to address the needs of people with dis-abilities and their families. The promises, hopes, anddreams of IDEA are poised to become a reality for allin need through the dedication, partnerships, use ofnew knowledge and resources, and hard work ofAmerica's citizens.

ReferencesGuadagno, N. (Ed.). (1997). 1995-96 directory of selected early

childhood programs. Chapel Hill, NC: NEC*TAS.

U.S. Department. of Education. (1995). Seventeenth annualreport to Congress on the implementation of The Individualswith Disabilities Education Act (GPO 1995-399-652/20003). Washington, DC: Government Printing Office.

U.S. Department of Education. (1993, March). Formulas forallocating fiinds under Part H of the Individools with Dis-abilities Education Act. [Unpublished manuscript].

U.S. Department of Education and U.S. Department of Healthand Human Services. (1989, January). Meeting the needs ofinfants and toddlers with handicaps: Federal resources, serv-ices, and coordination effirrts in the Departments of Educationand Health and Hwnan Services (GPO No. 1989-239-040/00435). Washington, DC: Government Printing Office.

U.S. General Accounting Office. (1994). Early childhood pro-grams: Multiple programs and overlapping target groups(GAO/HEHS-95-4FS). Washington, DC: Author.

About the Author:

Pascal L. Trohanis is Director of NEC*TASand Clinical Associate Professor in theSchool of Education at the University ofNorth Carolina at Chapel Hill.

NEC*TAS Notes is produced and distributed by theNational Early Childhood Technical Assistance System(NEC*TAS), pursuant to cooperative agreement numberH024A60001 from the Office of Special Education Pro-grams (OSEP), U.S. Department of Education. Contrac-tors undertaking projects under government sponsorshipare encouraged to express their judgment in professionaland technical matters. Opinions expressed do not neces-sarily represent the Department of Education's positionor policy.

NEC*TAS is a collaborative system, consisting of thecoordinating office in Chapel Hill, North Carolina, withthe Federation for Children with Special Needs, George-town University Child Development Center, NationalAssociation of State Directors of Special Education, Uni-versity of Hawai'i at Manoa, and ZERO TO THREE:National Center for Infants, Toddlers and Families. Thecoordinating office is a program of Frank Porter GrahamChild Development Center, University of North Carolinaat Chapel Hill. Please contact NEC*TAS at:

500 NationsBank Plaza137 East Franklin StreetChapel Hill, NC 27514(919) 962-2001 (voice); 966-4041 (TDD)Fax: (919) 966-7463Internet: nectasta.nectas@mhs.unc.eduWorld Wide Web: http://www.nectas.unc.edu/

Principal Investigator: Pascal TrohanisOSEP Project Officer: Peggy CvachManaging Editor: Nancy Guadagno

Issue No. 7 NEC*TAS Notes Ma), 1995

FIGURE 1

History of Federal Education and Selected Related LegislationAffecting Services to Infants, Toddlers, and Preschoolers

With Special Needs and Their Families

GOALS 2000: EducateAmerica Act (1994)

Head Start andEarly Head Start (1994)

DevelopmentalDisabilities Assistance and

Bill of Rights (1994)

I I

Key= Refers to Key Piece of Federal Education

Legislation for Children With Special Needs

4 Refers to Related Key Pieces of Legislation

ADA = Americans With Disabilities Act

CRA = Cooperative Research Act

EAHCA = Education for All Handicapped Children Act

EHA = Education of the Handicapped Act

ESEA = Elementary & Secondary Education ActFASOSSH = Federal Assistance to State Operated and

Supported Schools for the Handicapped

FERPA = Family Education Rights and Privacy Act

HCEEAA = Handicapped Children Early EducationAssistance Act

HSESSIA = Hawkins-Stafford Elementary & SecondarySchool Improvement Amendments

IASA = Improving America's School ActIDEA = Individuals With Disabilities Education Act

MCH = Maternal and Child HealthOBRA = Omnibus Budget Reconciliation ActTGTMR = Training Grants for Teachers of

Mentally Retarded Children

4

4P.L. 103-3821994 (IDEA)

tIASA (1994)

(Chapter 1 of ESEArenamed to Title I)

Family Preservationand Support (1993)

P.L. 102-4211992 (IDEA)

P.L. 102-1191991 (IDEA)

P.L. 102-521991 (IDEA)

Child Care andDev. Block

ADA P.L. 101-476 Grant (1990)(1990) 4 1990 (IDEA) <- OBRA (1990)

MCH BlockGrant and

OBRA (1989)

P.L. 99-4571986 (EHA)

Children WithDisabilities Temporary

Care Act (1989)

Even Start of Title Iof H-S ESSIA (1988)

Technology AssistanceAd (1988)

(See next page for earlier Federal initiatives)

6

Issue No. 7 NEC*TAS Notes May 1995MM..

FIGURE 1, continuedHistory of Federal Education and Selected Related LegislationAffecting Services to Infants, Toddlers, and PreschoolersWith Special Needs and Their Families

Rehabilitation Act,Sec. 504 (1973)

Supplemental FoodProgram for Women,

Infants & Children (1972)

1

Key= Refers to Key Piece of Federal Education

Legislation for Children With Speciai Needs

4 Refers to Related Key Pieces of Legislation

ADA = Americans With Disabilities ActCRA = Cooperative Research ActEAHCA = Education for All Handicapped Children ActEHA = Education of the Handicapped ActESEA = Elementary & Secondary Education ActFASOSSH = Federal Assistance to State Operated and

Supported Schools for the HandicappedFERPA = Family Education Rights and Privacy ActHCEEAA = Handicapped Children Early Education

Assistance Act

HSESSIA = Hawkins-Stafford Elementary & SecondarySchool Improvement Amendments

IASA = Improving America's School ActIDEA = Individuals With Disabilities Education ActMCH = Maternal and Child HealthOBRA = Omnibus Budget Reconciliation ActTGTMR = Training Grants for Teachers of

Mentally Retarded Children

AtP.L. 98-1991983 (EHA)

At

P.L. 94-1421975 (EAHCA)

AtP.L. 93-3801974 (EHA)

P.L. 91-2301970 (EHA and FERPA)

AtP.L. 90-538

1968 (HCEEAA)

AtP.L. 90-2471968 (ESEA)

Title I renamedto Chapter 1 of

ESEA (1981)

Head Start

E- Handicapped(1972)

SupplementalSecurity

Income (1972)

DevelopmentalDisabilities Act

(1970)

(See next page for earlier Federal initiatives)

7

Issue No. 7 NEC*TAS Notes May 1995

FIGURE 1, continuedHistory of Federal Education and Selected Related LegislationAffecting Services to Infants, Toddlers, and PreschoolersWith Special Needs and Their Families

Head Start(1965)

Medicaid(1965)

I I

Key= Refers to Key Piece of Federal Education

Legislation for Children With Special Needs

Refers to Related Key Pieces of Legislation

ADA = Americans With Disabilities ActCRA = Cooperative Research Act

EAHCA = Education for All Handicapped Children Act

EHA = Education of the Handicapped Act

ESEA = Elementary & Secondary Education Act

FASOSSH = Federal Assistance to State Operated andSupported Schools for the Handicapped

FERPA = Family Education Rights and PrivacyAct

HCEEAA = Handicapped Children Early EducationAssistance Act

HSESSIA = Hawkins-Stafford Elementary & SecondarySchool Improvement Amendments

IASA = Improving America's School ActIDEA = Individuals With Disabilities Education Act

MCH = Maternal and Child HealthOBRA = Omnibus Budget Reconciliation ActTGTMR = Training Grants for Teachers of

Mentalfy Retarded Children

t-Pl. 89-7501966 (ESEA)

P.L. 89-3131965 (FASOSSH)

P.L. 89-101965 (Title I of ESEA)

P.L. 85-9261958 (TGTMR)

P.L. 83-5311954 (CRA)

Other education lawsfrom 1827

dealing with deafness,blindness, and

retardation

Early and PeriodicScreening,

Diagnosis andTreatment (1967)

Mental Retardation-Mental HealthFacilities Ad

(1963)

Social Security Act(1935)

Sheppard-Towner Ad(1921)

89

FIG

UR

E 2

Sta

tus

of P

art H

Fun

ding

by

Sta

te/J

uris

dict

ion

Aw

arde

d by

OS

EP

thro

ugh

July

31,

199

6

Sta

teF

Y19

91

(FI=

18)

FY

1992

(FI=

41)

FY

1993

(FI=

54)

FY

1994

(FI=

54)

.

FY

1995

(FI=

51)

FY

1996

(FI=

28)

FY

1997

(FI=

16)

Ala

bam

aE

P1E

P2FI

FL f

or F

Y19

94 th

roug

h FY

1996

Ala

ska

EP2

FIFI

for

FY

1993

thro

ugh

FY19

95A

mer

ican

Sam

oaFl

FL f

or F

Y19

92 th

roug

h FY

1994

FI f

or F

Y19

95 th

roug

h FY

1997

Ari

zona

EP2

FII

FI f

or F

Y19

93 th

roug

h FY

1995

Ark

ansa

sFI

FL f

or F

Y19

92 th

roug

h FY

1994

FI

Cal

ifor

nia

EP2

FLFI

IFI

for

FY

1994

thro

ugh

FY19

96C

olor

ado

FIFI

for

FY

1992

thro

ugh

FY19

94I

FI f

or F

Y19

95 th

roug

h FY

1997

Con

nect

icut

EP2

FIFI

for

FY

1993

thro

ugh

FY19

95I

1

Del

awar

eE

P2FI

FIFI

IFI

for

FY

1995

thro

ugh

FY19

97D

istr

ict o

f C

olum

bia

EP

IE

P2FI

FI f

or F

Y19

94 th

roug

h FY

1996

-Fl

orid

aE

P2FI

FIFI

IFI

for

FY

1995

thro

ugh

FY19

97

Geo

rgia

EP1

EP2

FLFI

for

FY

1994

thro

ugh

FY19

96_

Gua

mFI

FI f

or F

Y19

92 th

roug

h FY

1994

Haw

ai'i

FIFl

for

FY

1992

thro

ugh

FY i

994

FI f

or F

YI9

95 th

roug

h FY

1997

Idah

oFI

FI f

or F

Y19

92 th

roug

h FY

994

Fl f

or F

Y19

95 th

roug

h FY

1997

Illin

ois

EP1

FIFI

for

FY

1993

thro

ugh

FY19

95In

dian

aE

P1E

P2FI

FI f

or F

Y19

94 th

roug

h FY

1996

Iow

aE

P I

FIFI

for

FY

1993

thro

ugh

FY19

95K

ansa

sFI

FL f

or F

Y19

92 th

roug

h FY

1994

Ken

tuck

yE

P1E

P2FI

1FI

FI f

or F

Y19

95 th

roug

h FY

1997

Lou

isia

naE

P1FI

FI f

or F

Y19

93 th

roug

h FY

1995

Mai

neE

P1E

P2FI

FI f

or F

Y19

94 th

roug

h FY

1996

Mar

ylan

dFI

FI f

or F

Y19

92 th

roug

h FY

1994

FL f

or F

Y19

95 th

roug

h FY

1997

Mas

sach

uset

tsFI

FI f

or F

Y19

92 th

roug

h FY

1994

FI f

or F

Y19

95 th

roug

h FY

1997

Mic

higa

nE

P1FI

FI f

or F

Y19

93 th

roug

h FY

-199

5I

Min

neso

taE

P1E

P2FI

IFI

for

FY

1994

thro

ugh

FY19

96C

ontin

ued

Abb

revi

atio

ns:

EP

IA

ppro

ved

for

first

yea

r of

ext

ende

d pa

rtic

ipat

ion

EP

2A

ppro

ved

for

seco

nd y

ear

of e

xten

ded

part

icip

atio

nF

lA

ppro

ved

for

full

impl

emen

tatio

nN

PN

ot p

artic

ipat

ing

Not

es:

Ent

ries

unde

r th

e fis

cal y

ears

ref

lect

two

subm

issi

on o

ptio

ns a

vaila

ble

to s

tate

s an

d ju

risdi

ctio

ns: a

nnua

lsu

bmis

sion

s or

3-y

ear

subm

issi

ons.

Par

t H g

rant

aw

ard

is m

ade

thro

ugh

a co

nsol

idat

ed g

rant

und

er C

hapt

er 2

of t

he E

duca

tion

Con

solid

atio

n an

dIm

prov

emen

t Act

of 1

981

to N

orth

ern

Mar

iana

s Is

land

s, P

alau

, and

Virg

in Is

land

s.T

he D

epar

tmen

t of I

nter

ior

rece

ives

Par

t H a

lloca

tion

whi

ch it

then

dis

trib

utes

to tr

ibes

.F

eder

ated

Sta

tes

of M

icro

nesi

a an

d R

epub

lic o

f Mar

shal

l Isl

ands

are

not

cur

rent

ly e

ligib

le fo

r th

is p

rogr

am.

11

CD

12

Fig

. 2, S

tatu

s of

Par

t H F

undi

ng b

y S

tate

/Jur

isdi

ctio

n, c

ontin

ued

Sta

teF

Y19

91F

Y19

92F

Y19

93F

Y19

94F

Y19

95F

Y19

96F

Y19

97

Mis

siss

ippi

EP2

NP

FIFI

for

FY

1994

thro

ugh

FY19

96

Mis

sour

iE

P1E

P2FI

FIf

FI

Mon

tana

EP1

FIFI

for

FY

I993

thro

ugh

FY19

95

Neb

rask

aE

P1E

P2FI

FI f

or F

Y19

94 th

roug

h FY

1996

Nev

ada

EP1

FIFl

for

FY

1993

thro

ugh

FY19

95

New

Ham

pshi

reE

P2FI

FI f

or F

Y19

93 th

roug

h FY

1995

New

Jer

sey

EP1

FlFI

FI1

FL f

or F

Y19

95 th

roug

h FY

1997

New

Mex

ico

EP1

FIFI

for

FY

1993

thro

ugh

FY19

95

New

Yor

kE

P1FI

Fl f

or F

Y19

93 th

roug

h FY

1995

Nor

th C

arol

ina

FIFI

FI f

or F

Y19

93 th

roug

h FY

1995

_

Nor

th D

akot

aE

P1Fl

FII

FI

thro

ugh-

FY19

97O

hio

FIFI

for

FY

1992

thro

ugh

FY19

94FI

for

FY

1995

Okl

ahom

aFI

FI f

or F

Y19

92 th

roug

h FY

1994

FI f

or F

Y19

95 th

roug

h FY

1997

_O

rego

nE

P2H

IFI

for

FY

1993

thro

ugh

FY19

95I

Penn

sylv

ania

FIFl

for

FY

I992

thro

ugh

FYI9

94FI

for

FY

1995

thro

ugh

FY19

97

Puer

to R

ico

EP1

EP2

HFI

FI

Rho

de I

slan

dE

P1FI

FI f

or F

Y19

93 th

roug

h FY

1995

Sout

h C

arol

ina

EP1

EP2

FLI

FI f

or F

Y19

94 th

roug

h FY

1996

Sout

h D

akot

aE

P1FL

FI f

or F

Y19

93 th

roug

h FY

1995

_

Ten

ness

eeFI

FI f

or F

Y19

92 th

roug

h FY

1994

_

Fl f

or F

Y19

95 th

roug

h FY

I997

Tex

asE

P1FI

IFI

for

FY

1993

thro

ugh

FY19

95_

Uta

hFI EP2

FI f

or F

Y19

92FI

thro

ugh

FY19

94FI

_IFl

for

FY

1994

FI f

or F

Y19

95 th

roug

hth

roug

h FY

1996

FY19

97_

Ver

mon

tV

irgi

nia

EP1

FIFL

for

FY

1993

thro

ugh

FY19

951

Was

hing

ton

EP

IE

P2FI

[FI

for

FY

1994

thro

ugh

FY19

96

Wes

t Vir

gini

aFI

FIFI

for

FY

1993

thro

ugh

FY19

95

Wis

cons

inFI

FIFI

for

FY

1993

thro

ugh

FY19

95

Wyo

min

gFI

FI f

or F

Y19

92 th

roug

h FY

1994

FL f

or F

Y19

95 th

roug

h FY

1997

Abb

revi

atio

ns:

EP

IA

ppro

ved

for

first

yea

r of

ext

ende

d pa

rtic

ipat

ion

EP

2A

ppro

ved

for

seco

nd y

ear

of e

xten

ded

part

icip

atio

n

Fl

App

rove

d fo

r fu

ll im

plem

enta

tion

NP

Not

par

ticip

atin

g

Not

es:

Ent

ries

unde

r th

e fis

cal y

ears

ref

lect

two

subm

issi

on o

ptio

ns a

vaila

ble

to s

tate

s an

d ju

risdi

ctio

ns: a

nnua

l sub

-m

issi

ons

or 3

-yea

r su

bmis

sion

s.P

art H

gra

nt a

war

d is

mad

e th

roug

h a

cons

olid

ated

gra

nt u

nder

Cha

pter

2 o

f the

Edu

catio

n C

onso

lidat

ion

and

Impr

ovem

ent A

ct o

f 198

1 to

Nor

ther

n M

aria

na Is

land

s, P

alau

, and

Virg

in Is

land

s.T

he D

epar

tmen

t of I

nter

ior

rece

ives

Par

t H a

lloca

tion

whi

ch it

then

dis

trib

utes

to tr

ibes

.F

eder

ated

Sta

tes

of M

icro

nesi

a an

d R

epub

lic o

f Mar

shal

l Isl

ands

are

not

cur

rent

ly e

ligib

le fo

r th

is p

rogr

am.

13

Issue No. 7 NEC*TAS Notes May '1995

FIGURE 3

Minimum Components of a Statewide, ComprehensiveSystem of Early Intervention Services toInfants and Toddlers With Special Needs

(Including American Indian Infants and Toddlers)

1. Definition of developmental delay

2. Timetable for ensuring appropriate services to all in need

3. Timely and comprehensive multidisciplinary evaluation of needs of childrenand families

4. Individualized family service plan and service coordination (casemanagement). services

5. Comprehensive child find and referral system

6. Public awareness program

7. Central directory of services, resources, and research and demonstrationprojects

8. Comprehensive system of personnel development

9. Single line of authority in a lead agency designated or established by theGovernor for canying out:

a. general administration and supervision

b. identification and coordination of all available resources

c. assignment of financial responsibility to the appropriate agencies

d. development of procedures to ensure that services are provided pendingresolution of any disputes

e. entry into formal interagency agreements

f. resolution of intra- and interagency agreements

10. Policy pertaining to contracting or making arrangements with local serviceproviders

11. Procedure for securing timely reimbursement of funds

12. Procedural safeguards

13. Policies and procedures for personnel standards

14. System for compiling data on the early intervention programs

Note: Adapted from 34 CFR §§303.161 through 303.176. See also 20 U.S.C. §1476(b).

11

14

Issue No. 7 NEC*TAS Notes may 1995

Figure 4

NEC*TAS List of Part H Lead AgenciesMarch 1997

State/Jurisdictiont2 Lead Agency State/Jurisdiction1 '2 Lead Agency

Alabama Rehabilitation Services Montana Public Health & Human Services

Alaska Health & Social Services Nebraska Education and Social Services

American Samoa Health (Co-Lead)

Arizona Economic Security Nevada Human Resources

Arkansas Human Services/Developmental New Hampshire Health and Human ServicesDisabilities (DD) New Jersey Health

California Developmental Services New Mexico Health/DDColorado Education New York HealthCommonwealth of No.

Mariana Islands' EducationNorth Carolina Human Resources/MH-DD-

Substance Abuse Services (SAS)Connecticut Mental Retardation North Dakota Human ServicesDelaware Health and Social Services Ohio HealthDistrict of Columbia Human Services Oklahoma EducationFlorida Health (Children's Medical

ServicesOregon Education

Georgia Human Resources/Division ofPalau' Education

Health Pennsylvania Public Welfare

Guam Education Puerto Rico Health

Hawaii Health Rhode Island Health

Idaho Health & Welfare/DD South Carolina Health & Environmental Control

Illinois Education South Dakota Education

Indiana Family and Social Services Tennessee Education

Iowa Education Texas Interagency Council on Early

Kansas Health and EnvironmentChildhood Intervention

Kentucky Human Resources/Mental Health-Utah Health

Mental Retardation (MH-MR) Vermont Education and Human Services

Louisiana Education(Co-Lead)

Maine EducationVirgin Islands3 Education with Memo of Under-

standing (MOU) to HealthMaryland Education Virginia MH/MR/SASMassachusetts Public Health Washington Social & Health ServicesMichigan Education West Virginia Health & Human ServicesMinnesota Education Wisconsin Health & Social ServicesMississippi Health Wyoming HealthMissouri Education

' Federated States of Micronesia and Republic of Marshall Islands are not currently eligible for this federal program.

2 The Department of the Interior (DOI) receives Part H allocation which then is distributed by DOI to tribes.

Part H grant award is made through a consolidated grant under Chapter 2 of the Education Consolidation &Improvement Act of 1981.

12

Issue No. 7 NEC*TAS Notes hiray 1995

Figure

Early Intervention andSpecified Un

5

Preschool Servicesder IDEA

Services provided under IDEA may include, but are not limited to the following:

Under Part H(Birth Through 2 years)

Assistive Technology Devices andServices

Audiology

Family Training, Counseling, and HomeVisits

Health Services

Medical Services for Diagnosis orEvaluation

Nursing Services

Nutrition Services

Occupational Therapy

Physical Therapy

Psychological Services

Service Coordination Services

Social Work Services

Special Instruction

Speech-Language Pathology

Transportation and Related Costs

Vision Services

(For Part H, see 34 Code of Federal Register(CFR) §303.12(d).)

Under Part B(3 Through 5 Years)

Assistive Technology Devices andServices

Audiology

Counseling Services

Early Identification and Assessment

Medical Services for Diagnosis orEvaluation

Occupational Therapy

Parent Counseling and Training

Physical Therapy

Psychological Services

Recreation

Rehabilitation Counseling Services

School Health Services

Social Work Services in Schools

Special Education

Speech Pathology

Transportation

(For Part B, see 34 CFR §§300.5, 300.6, 300.16,and 300.17.)

1 3

Issue No. 7 NEC*TAS Notes May 1995

FIGURE 6

Seleded Information About the Infants andToddlers Program (Part H) of IDEA

Fiscal Appropriations Children 1Year (million $) Served

1987 50

1988 67

1989 69

1990 79

1991 117 194,363(1.77%)

1992 175 166,6342(1.41%)

1993 213 143,3922(1.18%)

1994 253 154,065(1.30%)

1995 3163 156,253(1.41%)

1996 316 177,673(1.49%)

1997 316 data not available

1 Number and percentage of infants and toddlers receiving early interventionservices under Part H, Chapter 1, and other programs as of December 1 ofthe Federal fiscal year. For example, for fiscal year 1991, 194,000 childrenwere reported to be receiving services as of December 1, 1990.

2 A combination of factors appears to account for the apparent decline in thesechild counts:

early inaccuracies, including duplicated counts in state data collectionsystems;inclusion in earlier years of children who only received some servicesand who did not necessarily have IFSPs; andin the count for 1993, the decline in the reported number of childrenserved in several large states masked the reports from 39 otherjurisdictions of increases in the number of children served.

3 Includes $34 million to offset the elimination of funding for the Chapter 1Handicapped Program.

1417

Issue No. 7 NEC*TAS Notes iviay 1995

FIGURE 7

History of Assurance ofFree Appropriate Public Education (FAPE)

The chart below indicates the school year in which states and jurisdictions assuredFAPE for all children with disabilities, beginning at 3 years of age except as noted.

1973-1974 IllinoisMichigan'Wisconsin

1974-1975

1975-1976

1976-1977

AlaskaTexas

Iowa1Virginia2

MassachusettsRhode IslandSouth Dakota

1977-1978 American Samoa'LouisianaNew Hampshire

1978-1979 Maryland3

1979-1980 Nebraska'

1980-1981 Hawaii

1981-1982 Guam'Virgin Islands

1983-1984 District of ColumbiaNew Jersey

1985-1986 North DakotaPuerto Rico'Washington

Minnesota1

Bureau of Indian Affairs4

Utah

1986-1987

1987-1988

1988-1989

1989-1990 IdahoPalau I

1990-1991 MontanaNevadaNorthern Mariana Islands'Wyoming

1991-1992 AlabamaArizonaArkansasCaliforniaColoradoConnecticutDelawareFloridaGeorgiaIndianaKansasKentuckyMaineMarshall IslandsMississippiMissouriNew MexicoNew YorkNorth CarolinaOhioOklahomaPennsylvaniaSouth CarolinaTennesseeVermontWest Virginia

Oregon

Department of Defense (overseas)Federated States of Micronesia'

1992-1993

1993-1994

Assures FAPE to all children with disabilities beginning at birth.2 Assures FAPE to all children with disabilities beginning at 2 years of age.3 Children birth through 2 years served under Part H beginning in 1990.4

iBIA s no longer responsible for assuring FAPE for preschool children with disabilities.

Issue No. 7 NEC*TAS Notes May 1995

FIGURE 8

Seleded Information About the Preschool Grants Program(Sedion 619 of Part B) of IDEA

Fiscal Appropriations Children $ AllocatedYear (million $) Served1 per Child

1977 12 197,000 63

1.1

1

1986 28 260,931 110

1987 180 265,831 677

1988 201 288,459 697

1989 247 321,875 767

1990 251 352,866 711

1991 292 366,689 797

1992 320 396,973 806

1993 326 441,089 739

1994 339 478,617 707

1995 360 527,789 683

1996 360 549,1542 6562

1997 360 data not available

1 Number of 3 through 5 year olds receiving special education and relatedservices as of December 1 of each Federal fiscal year. For example, for

fiscal year 1986, 261,000 children were reported to be receiving services

as of December 1, 1985.

2 Preliminary data.

16

Issue No. 7 NEC*TAS Notes _.-May 1995

FIGURE 9

OSEP Early Childhood Branch: Program OverviewOctober 1996

Purpose: To assist in developing and implementing more and better services foryoung children (birth through 8 years of age) with disabilities and their familiesthrough implementation of the Individuals with Disabilities Education Act (IDEA)

State Grant Programs

Program for Infants and ToddlersWith Disabilities Part H

Develop state systemProvide comprehensive earlyintervention services for children,birth through 2 years, with specialneeds

Preschool Grants ProgramPart 8-Section 619

Provide free, appropriate publiceducation for children, ages 3 through5 years, with disabilities

Early Education Program for Children with Disabilities (EEPCD) Projects

Demonstration Projects(n=35)

Development,demonstration, anddissemination ofinnovative servicemodels, methods, andmaterials

Inservice TrainingProjects (n=18)

Development ofinservice trainingmodels, methods, andmaterialsInservice training forearly intervention andrelated servicespersonnel

Funding: 3-5 Years Funding: 3 Years

Research Institutes (n=6)

Applied research into:Culturally and LinguisticallyAppropriate ServicesEarly Elementary PracticesInclusionIncreasing Learning OpportunitiesProgram Performance MeasuresService Utilization

Funding: 5 Years

Outreach Projects(n.49)

Stimulation of qualityservices through:

Model replicationTrainingConsultationProduct developmentCapacity building

Funding: 3 Years

Technical Assistance (n=1)

The National Early ChildhoodTechnical Assistance System(NEC*TAS) provides technicalassistance to state and jurisdictionalplanners for Part H and Section 619of Part B of IDEA, to EEPCDprojects, to the FICC, and to others.

Funding: 3 Years

Issue No. 7 NEC*TAS Notes May 1995

F duRE 10: The NEC*TAS Consortium* 4r

Mission: To assist states and communities as they develop and implement multidisciplinary, coordinated, culturallyappropriate, community-based, comprehensive, and high-quality services for young children with special

needs and their families. Assistance also is provided to OSEP-sponsored demonstration, inservice training,and outreach projects which create and disseminate innovative practices to communities and states, as well

as to other recipients such as the Federal Interagency Coordinating Council (FICC).

FEDERALGOVERNMENT

CongressOSEp___,7

ZERO TOTHREE

NationalAssociation ofState Directors

of SpecialEducation

Individualized TA ServicesConsultations

Information servicesReferrals

Cross-agency linkagesCritiques

Electronic mailPhone consultations

American Samoa,Federated States ofMicronesia, Guam,

Marshall Islands, NorthernMariana Islands, and Palau

NEC*TASFederation forChildren with

Frank Porter Special Needs

Graham ChildDevelopment Center

at theUniversity of ".sGeorgetown

North Carolina UniversityChild

DevelopmentCenter

Universityof Hawailat Manoa

TA CLIENTS

STATE PROGRAMSPart H

Section 619State TA

Department of the Interiorand Bureau of Indian Affairs

EEPCD FICC OTHERSPROJECTS

DemonstrationInserviceOutreach

GROUP

Group TA ServicesWorkshops

"ConferencesTeleconferences

Satellite video conferences*Virtual conferences

Print productsListservs

District of Columbia

Puerto Rico, Virgin Islands

1 8

Issue No. 7 NEC*TAS Notes -May 1995

FIGURE 11

U.S. Department of Education Organization Chart(Abbreviated; as of June 1997)

U.S. Department of Education600 Independence Avenue, S.W.

Washington, DC 20202Richard Riley, Secretary

Marshall Smith, Acting Deputy Secretary

Office ofElementary and

SecondaryEducation

Office of BilingualEducation and

Minority LanguagesAffairs

Office of Special Education and Rehabilitative ServicesMary Switzer Building, 330 C Street, S.W.

Washington, DC 20202Judith Heumann, Assistant Secretary

Howard Moses, Deputy Assistant SecretaryConnie Gamer, FICC Director, (202) 205-8124, Fax: (202) 205-9252

Office ofPostsecondary

Education

National Institute on Disabilityand Rehabilitation ResearchKatherine D. Seelman, Director

Office of Special Education Programs (OSEP)Thomas Hehir, Director

Patricia Guard, Deputy Director(202) 205-5507; Fax: (202) 205-9070

Elizabeth Doggett, Special Asst. to Director(202) 205-9068; Fax: (202) 205-9070

JoLeta Reynolds, Special Asst. to Director(202) 205-5507; Fax: (202) 205-9070

Office ofEducational

Research andImprovement

Rehabilitative ServicesAdministration

Frederic K. Schroeder, Commissioner

Research to Practice DivisionLouis Danielson, Director

(202) 205-9864; Fax: (202) 205-8105Doris Andres, Deputy Director(202) 205-8125; Room 3528

Program Support Services GroupAlbert Rotundo, Director

(202) 205-9155

Elementary andMiddle School Team

Ray MinerAssoc. Division Dir.

(202) 205-9805Fax: (202) 205-8971

Room 4611

Early ChildhoodTeam

Scott BrownAssoc. Division Dir.

(202) 205-8117Fax: (202) 205-8105

Room 3522

SecondaryTransition andPostsecondary

TeamJane M. Williams

Assoc. Division Dir.(202) 205-8294

Fax: (202) 205-8105Room 3515

Carole Allan205-9277

Fax: 205-8105Room 3521

Peggy Cvach205-9807

Fax: 205-8105Room 3523

Donna Fluke205-9161

Fax: 205-8105Room 3527

Tom Hanley205-8110

Fax: 205-8105Room 3526

Glinda Hill205-9145

Fax: 205-8105Room 3521

Gail Houle205-9045

Fax: 205-8105Room 3524

Joyce Libby205-5392

Fax: 205-8105Room 3519

Maryann McDermott205-8876

Fax: 205-8105Room 3523

NationalInitiatives

TeamEmie Hairston

Assoc. Division Dir.(202) 205-9172;

-8170 (TDD)Fax: (202) 205-8971

Room 4629

Division of Monitoring and StateImprovement Planning

Ruth Ryder, Director(202) 205-5547; Fax: (202) 205-9179

Lois Taylor, Deputy Director(202) 205-2776; Room 3625

Larry Ringer, Policy(202) 205-9079; Room 3613

Carolyn Smith,Assoc. Division Dir.

(202) 205-8159Fax: (202) 205-9179

Room 3828

Greg Corr,Assoc. Division Dir.

(202) 205-9027Fax: (202) 205-9179

Room 3622

And JackieOther Twining-MartinTeam (Part H)Staff 205-8258

Fax: 205-9179Room 3616

AndOtherTeamStaff

Chuck Laster,Assoc. Division Dir.

(202) 205-9056Fax: (202) 205-9179

Room 3621

Bobbi Stettner-Eaton(Part H)

205-8828Fax: 205-9179

Room 3620

AndOtherTeamStaff

Alma McPherson Sheryl Parkhurst Nancy Treusch(Part H) (Part H) (Section 619)

205-8947 205-9375 205-9097Fax: 205-9179 Fax: 205-9179 Fax: 205-9179

Room 3094 Room 3094 Room 3626

Issue No. 7 NEC*TAS Notes tiay 1995

Other Resources Available From NEC*TAS

Helping Our Nation's Infants and Toddlerswith Disabilities and Their Families

A Briefing Paper on Part H of the Individuals withDisabilities Education Act (IDEA), 1986-1995

Ad Hoc Part H Work Group, 1995, 39 pp.; $5.00

Provides background information and a preliminaryreport of the achievements and future needs for thePart H Program of IDEA. as reported by states.

Statellurisdiction Definitions of Eligibilityfor Part HJo Shackelford, 1995, 14 pp.; $2.50.

Analyzes state's Part H definitions of developmentaldelay, established conditions, and biological and envi-ronmental risk categories. A chart lists each state'seligibility definition and idmtifies states serving chil-dren at risk for developing delays.

Assuring the Family's Role on the EarlyIntervention Team: Explaining Rights andSafeguardsJoicey Hurth & Paula Goff, 1996, 28 pp.; $6.00.

Presents a synthesis of innovative practices and ideasfor explaining procedural safeguards to families inways that are supportive of their role as partners in theearly intervention process.

Assisting Our Nation's Preschool Childrenwith Disabilities and Their Families

A Briefing Paper on Section 619 of Part B of theIndividuals with Disabilities Education Act (IDEA),7986-1995

Ad Hoc 619 Work Group, 1995, 23 pp.; $5.00

Provides background information and a preliminaryreport of the accomplishments and future needs for thePreschool Grants Program of IDEA.

Preschool Special Education EligibilityClassifications and CriteriaJoan Danaher, 1995, 12 pp., $2.50.

Discusses states' classifications and criteria for pre-school special education eligibility. A table summa-rizes eligibility criteria by state.

Including Young Children With Disabilitiesin Community Settings: A Resource PacketdeFosset, Rasbold, Battigelli, Ament, & Rooney(Eds.), 1996, 170 pp.; $15.00.

A variety of resources provide information on variedperspectives on inclusionary practices, relevant provi-sions of the ADA, and the basis in federal law forinclusive practices. Includes a copy of the secondedition of EEPCD Resources Supporting Inclusionand an annotated bibliography of selected resources.

Order Information

Make checks, money orders, or purchase orderspayable, in U.S. dollars, to the University ofNorth Carolina ail Chapel Hill (UNC-CH).MasterC.arel and VISA are accepted by phone,fax, or E-mail.

Prices include shipiiing and handling.Quantity discounts are available. For details,please call NEC*TAS Publications at(919) 962-2001.

A complete list of NEC*TAS resources may viewed on theWorld Wide Web at http://www.nectas.unc.edu/, or will be mailed upon request.

National Early Childhood Technical Assistance System

41114 a program of the Frank Porter Graham Child Development Centerat the University of North Caro/ina at Chapel Hill500 NationsBank Plaza, 137 East Franklin Street, Chapel Hill, NC 27514

lb*Al:IllY (919) 962-2001; TDD: (919) 966-4041; Fax: (919) 966-7463E-mail: nectasta.nectas@mhs.unc.edu; World Wide Web: http://www.nectas.unc.edu

2 3

BEST COPY AVAILABLE20

a

ui

U.S. Department of EducationOffice of Educational Research and Improvement (OERI)

National Library of Education (NLE)

Educational Resources Information Center (ERIC)

NOTICE

Reproduction Basis

@

ERIC

This document is covered by a signed "Reproduction Release(Blanket)" form (on file within the ERIC system), encompassing allor classes of documents from its source organization and, therefore,does not require a "Specific Document" Release form.

This document is Federally-funded, or carries its own permission toreproduce, or is otherwise in the public domain and, therefore, maybe reproduced by ERIC without a signed Reproduction Release form(either "Specific Document" or "Blanket").

EFF-089 (3/2000)