Early Childhood Special Education Services Office of Special Education Division of Technical Assistance 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 1
Eligibility for special education through local education agencies can begin as early as three years of age. State law mandates free appropriate public educational services and equipment for exceptional children in the age range of three (3) through twenty (20) for whom the regular school programs are not adequate. Miss. Code Ann. 37-23-1
Services for children between the ages of three to five years are referred to formally as 619 services as this is the section in IDEA where these services are described. In the research literature you may see the terms: 619 services, early childhood special education (ECSE) services, or preschool services. In Mississippi we most often use the term preschool services.
Children in Mississippi receiving ECSE services may fall in any of the disability categories: Orthopedic Impairment Other Health Impairment Developmentally Delayed Traumatic Brain Injury Intellectual Disability Specific Learning Disability Language/Speech Autism Deaf-Blind Hearing Impairment Visually Impaired Multiple Disabilities Emotional Disability
Indicators that specifically relate to ECSE: Indicator 6: Preschool Settings Indicator 7: Preschool Outcomes Indicator 12: Part C to Part B Transition Additional Indicators that may include ECSE: Indicator 4: Suspension and Expulsion Indicator 8: Parent Involvement Indicator 9: Disproportionality, Special Education Indicator 10: Disproportionality, specific disabilities Indicator 11: Child Find 5
The goal of ECSE services is to enable young children to be active and successful participants in developmentally appropriate activities now and in the future in a variety of settings in their homes, schools, and communities resulting in positive outcomes for children and their families. Key Principles Underlying the IEP Process: Supporting Family Participation, Inclusive Practices and Positive Outcomes for Preschool Children with Disabilities, 2012
Natural learning opportunities Every day routines and activities of children and families Within family and community life Dunst, Bruder, Trivette, Raab, & McLean, 2001; Shelden & Rush, 2001
Interests Exploration and Mastery Learning Activities Engagement Competence Dunst, Herter, & Shields, 2000
Children s interests influence: Participation in activities Level of engagement in activities Amount of practice of new skills Development of new competencies Sense of mastery Raab, 2005 9
amount of time children spend interacting appropriately with their environment. McWilliam, 2010 10
Children with disabilities spend more time nonengaged (e.g., wandering around, crying or waiting) than do their typically developing peers. McWilliam, n.d. 11
Research on young children with disabilities tells us they need even more practice: twice as much for 50% delay They need opportunities to learn in context; instruction, coaching and most of all... practice! Mahoney, 2008 12
Mastery of functional skills occurs through high-frequency, naturally occurring activities in a variety of settings that are consistent with family and community life. Shelden & Rush, 2001; Dunst & Bruder, 1999; Dunst, Bruder, Trivette, Hamby, Raab, & McLean, 2001; Dunst, Bruder, Trivette, Raab, & McLean, 2001; Dunst, Hamby, Trivette, Raab, & Bruder, 2002 13
Services should strengthen caregivers capacity to use multiple routines and activities as learning opportunities. Successful participation learning and practice mastery of skills Services should also help caregivers figure out how to address challenging activities by improving the child s skills, making adaptations so s/he can be more successful. 14
Sandall, S. Hemmeter, M. L., Smith, B. J., & McLean, M. E. (2005). DEC Recommended Practices: A Comprehensive Guide for Practical Application in Early Intervention/Early Childhood Special Education. Missoula, MT: Division of Early Childhood.* *In Revision will be available FREE online 15
Milbourne, S.A., & Campbell, P.H. (2007). CARA s Kit: Creating Adaptations for Routines and Activities. Missoula, MT: DEC 16
the least restrictive environment (LRE) requirements in section 612(a)(5) of the Individuals with Disabilities Education Act (IDEA) apply to the placement of preschool children with disabilities. OSEP Dear Colleague Letter Feb. 29, 2012 17
special classes, separate schooling, or other removal of children with disabilities from the regular educational environment may occur only when the nature or severity of the disability of the child is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily. OSEP Dear Colleague Letter Feb. 29, 2012 18
Regular Early Childhood Program: a program that includes a majority (at least 50%) of nondisabled children and may include, but is not limited to: Head Start; Kindergartens; Preschool classes in the public school system; Private Kindergartens or preschools; and Group child development centers or child care. OSEP Dear Colleague Letter Feb. 29, 2012 19
Districts without public preschool programs that can provide all the appropriate services and supports must explore alternative methods to ensure LRE: Provide opportunities for participation in other public preschool programs; Enroll preschool children with disabilities in private preschool programs for nondisabled children; Locate classes for preschool children with disabilities in regular elementary schools; or Provide home-based services. OSEP Dear Colleague Letter Feb. 29, 2012 20
Itinerant services may be delivered in the home, in a public preschool program, or in a community-based preschool or child care program. Itinerant special educators: Implement their children s Individualized Education Programs (IEP); Collaborate with caregivers (e.g., parents, preschool teachers, and child care providers) to meet the child's needs; and Coordinate their children's educational goals with other providers and therapists. 21
Dinnebeil, L., McInerney, W., & Buysse, V. (2011). A guide to Itinerant Early Childhood Special Education Services. Baltimore, MD: Paul H Brookes. 22
What happens between itinerant visits is most critical for learning. The consistent adults in a child s life have the greatest influence on the child s learning and development not service providers or teachers. All families/caregivers have strengths and capabilities that can be used to help their child develop and learn. 23
1. Present levels of academic achievement and functional performance, including: How the child's disability affects the child's involvement and progress in the general education curriculum (i.e., the same curriculum as for nondisabled children); or For preschool children, as appropriate, how the disability affects the child's participation in appropriate activities. 34 CFR 300.320-324 24
2. Measurable annual goals, including academic and functional goals: Related to the child's needs that result from the disability to enable the child to be involved in and make progress in the general education curriculum; and Meet each of the child's other educational needs that result from the child's disability; Where required, benchmarks or short-term objectives must be included. 34 CFR 300.320-324 25
3. A description of how progress will be measured and when progress reports will be provided 34 CFR 300.320-324 26
4. A statement of: special education and related services supplementary aids and services program modifications and supports for school personnel 34 CFR 300.320-324 27
5. The projected beginning service date including the anticipated frequency, location, and duration 34 CFR 300.320-324 28
6. An explanation of the extent, if any, to which the child will not participate with nondisabled children in the regular class and activities 34 CFR 300.320-324 29
7. Individually appropriate accommodations necessary to measure the academic achievement and functional performance of the child on State and district-wide assessments 34 CFR 300.320-324 30
Describe how the child will demonstrate what s/he knows; Are written in plain language; are jargon free; Describe the child s involvement in ageappropriate activities to address academic and functional areas; Emphasize the positive; Describe conditions in which the child will demonstrate progress; and Are measurable and observable. 31
The Office of Curriculum and Instruction (OCI) has new Early Learning Standards for 3 & 4 year olds for English language arts*, mathematics*, physical development, social/emotional development, approaches to learning, social studies, science, and creative expression. https://districtaccess.mde.k12.ms.us/curriculumandinstruct ion/earlychildhood/3-year-old-standards.pdf https://districtaccess.mde.k12.ms.us/curriculumandinstruct ion/earlychildhood/4-year-old-standards.pdf *Aligned to the Common Core State Standards 32
1. Positive social emotional skills (including positive social relationships) 2. Acquisition and use of knowledge and skills (including early language/ communication and early literacy) 3. Use of appropriate behaviors to meet their needs 33
Which child outcome(s) do these IEP goals support? Using cards or pictures, Jordan will play games with an adult and one other child to both ask and answer questions (such as I am round and red and you eat me what am I? ). When given two items or tasks, Nathan will choose by reaching for the object or picture he wants 3 of 4 times each day. When asked what he wants, Nathan will use words and/or gestures, including refusals (no, don t like it) to convey needs and wants most of the time (4 of 5 times) each day. 34
The Early Childhood Outcomes Center: http://projects.fpg.unc.edu/~eco/index.cfm Understanding Young Children's Development Series Focus on Positive Social Emotional Skills http://ucpnet.acrobat.com/p59659093/ Focus on Children's Acquisition & Use of Knowledge & Skills https://ucpnet.adobeconnect.com/_a47435447/p9bq60bntyx/ Focus on Taking Appropriate Action to Meet Needs https://ucpnet.adobeconnect.com/_a47435447/p6jrkxrbqjp/ 35
Outcome 1: Positive Social/Emotional Skills Applied Behavior Analysis The Incredible Years TM First Step to Success Positive Action Outcome 2: Acquisition and use of knowledge and skills Interactive shared book reading Sound foundations Phonological awareness plus letter knowledge training Dialogic reading Building Blocks for Math (SRA Real Math) Pre-K Mathematics Headsprout early reading Literacy Express Doors to Discovery TM DaisyQuest Bright Beginnings Outcome 3: Use of appropriate behaviors to meet their needs Applied Behavior Analysis 36
Reading and Early Literacy: Big Ideas in Beginning Reading: reading.uoregon.edu Florida Center for Reading Research: www.fcrr.org Literacy Information & Communication System: lincs.ed.gov National Reading Panel: www.nationalreadingpanel.org Oregon Reading First: oregonreadingfirst.uoregon.edu 37
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Dunst, C. J., & Bruder, M. B. (1999). Family & community activity settings, natural learning environments, & children s learning opportunities. Children s Learning Opportunities Report, 1(2). Dunst, C. J., Bruder, M. B., Trivette, C. M., Hamby, D., Raab, M., & McLean, M. (2001). Characteristics & consequences of everyday natural learning opportunities. Topics in Early Childhood Special Education, 21(2), 68-92. Dunst, C. J., Bruder, M. B., Trivette, C. M., Raab, M., & McLean, M. (2001). Natural learning opportunities for infants, toddlers, & preschoolers. Young Exceptional Children, 4(3), 18-25. (Erratum, Young Exceptional Children, 4(4), 25) Dunst, C. J., Hamby, D., Trivette, C. M., Raab, M., & Bruder, M. B. (2002). Young children's participation in everyday family and community activity. Psychological Reports, 91, 875-897. 39
Dunst, C. J., Herter, S., & Shields, H. (2000). Interestbased natural learning opportunities. Young Exceptional Children Monograph Series No. 2: Natural Environments and Inclusion, 37-48. Key Principles Underlying the IEP Process: Supporting Family Participation, Inclusive Practices and Positive Outcomes for Preschool Children with Disabilities, 2012 (Workgroup on Principles and Practices for the IEP Process). http://www,nectac.org/~pdfs/knowledgepath/ifspoutcome s-iepgoals/key_principles_iep_process.pdf Mahoney, G. (2008). The critical role of practice in the early childhood curriculum. Presentation at South Carolina Early Intervention Conference for Families and Providers. 40
McWilliam, R.A. (n.d.) Engagement. Siskin Children s Institute. Retrieved August 2012 from http://www.siskin.org/www/docs/112.181 McWilliam, R.A. (April, 2010). Enhancing Services in Natural Environments [webinar]. Retrieved from http://www.nectac.org/~pdfs/calls/2004/partcsettings/ mcwilliam.pdf Raab, M. (2005). Interest-based child participation in everyday learning activities. CASEinPoint, 1(2). Retrieved from http://www.fippcase.org/index.php Shelden, M. L., & Rush, D. D. (2001). The ten myths about providing early intervention services in natural environments. Infants & Young Children, 14(1), 1-13. 41
OSE Technical Assistance Staff: Stacy Callender, 619 Coordinator scallender@mde.k12.ms.us Tanya Bradley, Bureau Director tbradley@mde.k12.ms.us MS Dept. of Education Office of Special Education 359 N. West Street P. O. Box 771 Jackson, MS 39205 (601) 359-3498 Leadership Institute Fall 2013 of Instructional Programs/Office of Special Education 42