Transition from Early Intervention to Early
Childhood:
What Do I Need To Know?
A Webinar for the Early Intervention Training
Program Pat Kluzik Stauch, STAR NET Region II Resource Specialist
Today’s Presenter
Pat Kluzik Stauch Resource Specialist, STAR NET Region II
Today’s Moderators
Maria Matticks Consultant
Early Intervention Training Program
Michaelene M. Ostrosky Head and Goldstick Family Scholar,
Special Education, University of Illinois
Survey & Certificate
complete survey to get certificate
Look for “unique” email AFTER the webinar with the survey from EARLY INTERVENTION TRAINING PROGRAM ([email protected])
This webinar has ILLINOIS EI credit as well as ILLINOIS STATE LICENSURE* credit
If you joined as a group, each individual will need to complete the unique survey for credit
*OT, PT, SLP, SW, Nutrition/Dietitian
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Explore Part C and Part B of IDEA 2004*, with a specific
emphasis on transition, evaluation and eligibility Share strategies that facilitate smoother, successful
transitions from all perspectives, across disciplines, and across service delivery models. Examine strategies for supporting families through transition
from Early Intervention
*Individuals with Disabilities Education Improvement Act, Part B Regulations (2006); Part C Regulations (2011)
Workshop Objectives
8 This packet may be reproduced for instructional or training purposes only.
AGENDA
Transition Process Requirements
Strategies for Service Providers
Understanding Eligibility for Early Childhood Special Education and Related Services
Questions and Discussion
10
Early Intervention
Who are the
partners in
transition?
11
PARENTS
Early Intervention
Local School District Rep.
The transition
process out of EI begins by 2 years 6
months
How do you support families in transition?
Reasons for a
Transition Process
To ensure continuity of
services
Adapted from M. Wolery in DEC Recommended Practices: Indicators of Quality in Programs for Infants and Young Children with Special Needs and Their Families (1993)
To ensure continuity of services
To minimize disruption to
the family system
Adapted from M. Wolery in DEC Recommended Practices: Indicators of Quality in Programs for Infants and Young Children with Special Needs and Their Families (1993)
Promote child functioning in the natural environment or the least restrictive environment
To ensure continuity of services To minimize disruption to the family system
Adapted from M. Wolery in DEC Recommended Practices: Indicators of Quality in Programs for Infants and Young Children with Special Needs and Their Families (1993)
It’s Required!
Service Coordinator sends referral packet to School District or Co-op with parent written consent
Become familiar with “When I’m 3, where will I be?” Transition Family Workbook
Carry the booklet with you on home visits
Listen to parent questions and concerns
Support parents in their questions and feelings
Next Step. . .
Transition Planning Conference is held when child is 2 years 9 months of age
Who is required to attend the Transition Planning Conference?
A. SC, Parent/guardian
B. LEA, Parent/guardian
C. SC, LEA, Parent/guardian
D. SC, LEA, Parent/guardian, evaluator(s)
E. SC, LEA, Parent/guardian, evaluator(s), entire IFSP
team
Attended by Parent, Evaluator(s), Service Coordinator, District Representative
And, as appropriate, Service Provider(s)
Be Prepared Describe what child can do
Describe a typical session with the child Describe what supports help the child to do their best
Be positive
What is the main purpose of the Transition Planning Conference?
A. Review/revise IFSP
B. Plan for a smooth and effective transition
C. Complete domain review and evaluations for
Part B eligibility
D. Develop IEP
What else needs to be done?
Discuss progress in EI
Provide information about preschool services under Part B
Provide a description of Part B eligibility definitions
What else needs to be done?
Describe the process for consenting to an evaluation &
Eligibility determination
Review timeline for transition, evaluation, eligibility
Always check that parents understand the process and the next step
Be Informed
Eligibility for Early Intervention
Physical or Mental conditions resulting in Developmental Delay Developmental Delay of 30% or greater in one of more of the domains: cognitive, physical, communication, social or emotional, adaptive At Risk criteria
Eligibility for Part B
Meets one or more of the eligibility categories for Part B services Developmental Delay can be used when child has a delay in physical, cognitive, communication, social or emotional, or adaptive development
Part C: Early Intervention
Physical or Mental conditions resulting in Developmental Delay Developmental Delay of 30% or greater in one of more of the domains: cognitive, physical, communication, social or emotional, adaptive At Risk criteria
Part B: Special Education and Related Services
Meets one or more of the eligibility
categories for Part B services
Developmental Delay can be used when child has a delay in physical,
cognitive, communication, social or emotional, or adaptive
development
How do we determine
Part B eligibility?
34 Illinois Administrative Code, Special Education Rules and Regs, S. 226.120 A Parents’ Guide - The Educational Rights of Students with Disabilities (Rev. 2001), p.11-12.
Does the child have one or more disabilities?
35 Illinois Administrative Code, Special Education Rules and Regs, S. 226.120 A Parents’ Guide - The Educational Rights of Students with Disabilities (Rev. 2001), p.11-12.
What are the child’s Present Levels of Academic Achievement and Functional Performance?
36
Does the disability have an adverse affect on the child’s education?
Illinois Administrative Code, Special Education Rules and Regs, S. 226.120 A Parents’ Guide - The Educational Rights of Students with Disabilities (Rev. 2001), p.11-12.
37 Illinois Administrative Code, Special Education Rules and Regs, S. 226.120 A Parents’ Guide - The Educational Rights of Students with Disabilities (Rev. 2001), p.11-12.
Does the child need Special Education
and Related Services?
Provide accurate information to parents about the evaluation and eligibility process
Suggest that parents write down the questions they have for their district
Provide accurate information to parents about their school district
Eligibility is NOT a Label . . . . .
Eligibility is the KEY to opening the door to services
What are the
Categories of Eligibility
for Part B services?
Part B: Categories of Eligibility
Autism
Deaf-Blindness
Deafness
Emotional Disability
Hearing Impairment
Intellectual Disability
Multiple Disabilities
Orthopedic Impairment
Other Health Impaired
Specific Learning Disability
Speech or Language Impairment
Traumatic Brain Injury
Visual Impairment
Developmental Delay – through 9 years of age
Do we have all the right people?
44
General Education is the First
Presumption
General Education is the Preferred
Placement
Related Services are Educationally
Relevant
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Related Services are provided so the child can make progress in their IEP goals and
benefit from special education
IDEA 2004, Sec. 602 (26); CFR 34 Sec 300.34
Use plain, jargon-free language
Describe how the child shows what they can do and what they know Provide accurate information to parents about their school district
What is one thing you can do to enhance your support of children and families in the transition process?
Survey & Certificate
You will receive email with survey from EARLY INTERVENTION TRAINING PROGRAM ([email protected]) Must complete unique survey to get certificate
Certificate will be emailed after survey completion (within 24 hours)
Issues with survey or certificate, please contact us at [email protected]
Let’s Keep in Touch!
The Early Intervention Training Program at the University of Illinois
The Children’s Research Center
Champaign, IL 61820
51 Gerty Drive, Room 105
Join Our Facebook Group Early Intervention Training Program at The University of Illinois
Follow us on Twitter @EITPIllinois
Visit our Website EITP.education.illinois.edu
Thank you for supporting the children and families of Illinois!