Lesson 5: Delivering Services to Young Children with Special Needs

Attention

Learning Outcomes

Upon completion of this lesson's material, students will be able to

  • Define the concept of least restrictive environment.
  • Discuss the benefits of providing services in inclusive settings.
  • List the required components of an individualized family service plan (IFSP) and an individualized Service Plan (IEP).

Teaching

Full inclusion has been a controversial subject in the field of education for decades. Although maximum integration is endorsed by many, placement decisions should always take into consideration the child's best interest. It is important to design and deliver services that meet the individual needs of children and their families. Therefore, Early childhood educators should always be reminded that team collaboration is key to successful early intervention. Below are some key concepts that

  • Inclusive Learning Environments Across the United States, there is a growing recognition that it is essential to provide intervention for children with special needs as early as possible in the most normalized setting. Inclusion is the social and instructional integration of children with disabilities into educational programs whose primary purpose is to serve typically developing individuals. Watch this video to learn about one of the first Inclusive Classroom.
  • Least Restrictive Environment (LRE) Young children with special needs are to be educated in settings as close as possible to a regular or general education environment. The goal of the LRE principle is to prevent the unwarranted segregation of students with disabilities from their typical classmates. A LRE is not a particular place but rather a relative concept.
  • Full Inclusion is a belief that all children with disabilities should be served exclusively (with appropriate supports) in general education classrooms. Watch Including Samuel to learn more about full inclusion.

Home-Based Programs and Center-Based Programs
Read the article Child Care Center vs Home Daycare: Pros & Cons. When reading this, remember goodness of fit is important for any child and his or her family to see benefits and successes. Which program would you send your child with special needs? Why?

Individualized Family Service Plan (IFSP) and Individualized Education Plan (IEP)
It is important to remember that these forms are generally filled in by a Case Manager from Child Development Services. All goals are determined by specific specialists in their field and agreed upon by the team attending the child’s meeting. How do you think a family feels when they see these forms?

Section 504 Accommodation Plans  refers to a written plan of modifications and accommodations under Section 504 of the Rehabilitation Act and the Americans with Disabilities Act. For example, one 504 Plan was for a young girl who struggled in Math. The Plan was written to allow her to use a calculator in class and at home to complete all math work. With the use of the calculator, she received passing grades. Without the calculator she would have failed 2nd grade math.

Other types of accommodations:

  • Preferential seating
  • Extended test time
  • Rest periods during the school day
  • Movement breaks
  • Modified attendance policies
  • Oral testing options
  • Peer note-taker
  • Outlines and study guides
  • Textbooks kept at home.

The format for a 504 Plan includes all team Members Present, Then Accommodations and Related Aids and Services to include:
1) The School will…….
2) The Parents will…..
3) The Student will…..
4) Specify Accommodations.

Upon completion of the meeting, Minutes of the meeting with a summary of all discussions will be attached to the 504 Plan. A copy will be laced in the child’s file and one will be sent home for the family.

676 Plan

VIII. ELIGIBILITY FOR FAPE FOR FIVE YEAR OLDS BY IEP TEAM DETERMINATION The Child Development Services System shall provide free, appropriate public education to a preschool child with disabilities who reaches 5 years of age between July 1st and October 15th if that child is already receiving free, appropriate public education through the Child Development Services System and the child's individualized education program team determines, in accordance with rules adopted by the commissioner in subsections 1 and 2 below, that it is in the best interest of the child not to enroll that child in kindergarten until the start of the following school year. A child is considered to have been already receiving FAPE services through CDS if they were counted in the prior year's December 1st Child Count. [20-A MRSA §7001 (2-A)] 1. In accordance with 20-A MRSA §7001(2-A), when the individualized education program team is considering the choice of whether the child should receive "free and appropriate public education" services through the Child Development Services System or in kindergarten, the team must determine whether it "best meets the individual needs of the child" to remain in the Child Development Services System and not enroll in kindergarten until the start of the following school year; 2. The "best meets the individual needs of the child" standard may not be equivalent to the "free and appropriate public education" standards and that the individualized education program team may determine that remaining in the Child Development Services System may "best meet the individual needs of the child" even if the kindergarten program that is available to the child could provide the child with a "free and appropriate public education"; and 3. In the event that the parent disagrees with the decision of the individualized education program team and decides to use dispute resolution procedures, the standard for the review must be whether the individualized education program team decision "best meets the individual needs of the child".

Transition

Transitions happen several times during a child's life. Transitions take place when a child goes from Part C (Birth – 2 years) to Part B (3 – 21 years), then again to Adult Services. As a child reaches Freshman year, there needs to begin conversations about Transition to Adult Services. The three goals of the transition planning process are:

  • Ensure continuity of service
  • Minimize disruption of the family system
  • Promote individual's functioning in the natural environment

Assessment

Lesson 5 Quiz

  1. Match the term to the definition.



    2. Terms Definitions
    504 accommodation plan The belief that all children with delays or disabilities should receive services in regular education classrooms in their neighborhood programs and schools.
    Center-based programs The process of integrating children with special needs into educational settings primarily designed to serve youngsters without disabilities.
    Cooperative teaching A written document mandated by federal law. Designed as guide for services for infants, toddlers, and their families. Developed by a team of professionals and families.
    Full inclusion A type of teaming model utilized in delivering services to young children with special needs. Building on an interdisciplinary model. This approach also includes sharing of roles and interventions delivered by the primary service provider.
    Home-based programs A civil rights law designed to prohibit discrimination against individuals with disabilities.
    Inclusion A type of teaming model utilized in delivering services to young children with special needs. This approach refers to the involvement of two or more professionals from different disciplines in early childhood special education activities.
    Individualized education program (IEP) A philosophy that emphasizes providing early intervention in settings viewed as typical for young children without disabilities.
    Individualized family service plan (IFSP) A concept requiring that children with special needs be educated, to the maximum extent appropriate, with their typical classmates.
    Interdisciplinary Refers to a section of Public Law 93-112 civil rights legislation aimed at protecting children and adults against discrimination due to their disabilities.
    Least restrictive environments (LRE) Group oriented service delivery model for young children with special needs. Intervention and education services provided in settings other than the child’s home.
    Multidisciplinary The moving from one type of educational program or setting to another and the accompanying adjustment period.
    Natural environments A type of service delivery model for young children with special needs. Intervention is provided in the young child’s home by the primary caregiver. Professionals make regular visits to work directly with a child and to provide instructions to the caregiver.
    Section 504 A type of teaming model utilized in delivering services to young children with special needs. Team members typically perform their evaluations independently; however, program development and recommendations for services are the results of information sharing and joint planning.
    Transdisciplinary Required by federal legislation. A customized educational plan, constructed by a team, for each child with special needs.
    Transition An instructional approach in which an early childhood special educator and a general education teacher teach together in a general education classroom.
  2. List five components of a Least Restrictive Environment.
  3. List the required components of an individualized family service plan (IFSP) and an individualized Service Plan (IEP).
  4. How does an IEP differ from an IFSP?

Lesson 5 Discussion

Many children with special needs attend inclusive classrooms. Discuss five benefits of providing services in such a location.