Rights for Preschool Programs for Children with Disabilities
LAWS
1965, Elementary and Secondary Education Act (ESEA) The Handicapped Children’s Early Education Assistance Act of 1968 The Economic Opportunity and Community Partnership Act of 1974 1974, amendments to the Education of the Handicapped Act 1986 Public Law (P.L.) 94-142 P.L. 99-457 ("The Preschool Law") |
Set aside a large amount of money for schools with which to serve children from ages 3 to 21 years old who were educational disadvantaged and who were disabled, it created the Bureau of Education for the Handicapped. (HCEEP) represented the first major federal recognition of the specific importance of early education. This act provided technical support for 3-year demonstration programs, called First Chance projects. It funded the Technical Assistance and Development System (TADS). It was renamed in 2002 when it was refunded as the National Early Childhood Technical Assistance Center (NECTAC). It continues to engage in technical support activities. It required Head Start programs in each state to serve a minimum of 10% of children with disabilities. It required states without conflicting laws to establish a plan to identify and serve all children with disabilities from birth to age 21. The Education for All Handicapped Children Act of 1975 Expanded services or infants and young children who have disabilities or are at risk and their families. There were two parts, Part B and Part H. |
Ages Served Agency Responsible Recognized Conditions Program Intervention Areas Intervention Services Plans Inclusion Transition Parental Rights |
Part B
Preschool Children Ages three through five years Local Education Agency (public school) Diagnosed/Established conditions including categories recognized in PL 94-142 and Developmental Delay Interdisciplinary Cognitive, physical, speech and language, social, adaptive (self-help) skills plus preacademic skills Child-centered - the child is the focus of intervention services Individualized Education Program (IEP) as discussed in PL 94-142 Least Restrictive Environment based on the needs of the child as discussed in PL 94-142 Preschool to Elementary School Knowledge of due process rights under the law as discussed in PL 94-142 |
Part H
Infants and Toddlers ages birth to three years and their families State Appointed Lead Agency Diagnosed/Established conditions including Developmental Delay Interdisciplinary, Interagency Coordination Cognitive, physical, speech and language, social, adaptive (self-help) Family-centered - the family is the focus of intervention services Individualized Family Service Plan (IFSP) Natural Environments - including the young child in community programs and services as same-aged typically developing peers Hospital to Home, Home to Early Intervention Programs, Early Hospital to Home, Home to Early Intervention Programs, Early Intervention Programs to Preschool Voluntary Participation and family concerns are noted on the IFSP |
1991, Individuals with Disabilities Education Act (IDEA) – The revision of P.L. 94-142
1997 Amendments to IDEA (P.L. 105-17) and IDEA 2004 (P.L. (108-446) No Child Left Behind (NCLB) Act of 2001 goal Section 504 of the Rehabilitation Act of 1973 Americans with Disabilities Act of 1990 (ADA), like Section 504 |
This mandated services for children with disabilities aged 3 to 5 years old.
This further solidified the funding of services for infants and toddlers with special needs. This amendment brought inclusiveness to allow interaction with their peers and promoted natural environment which meant that early intervention could occur in the child's home. This brought accountability to the local schools that every child would be reading at grade level by third grade. Prohibits discrimination on the basis of disability in any state or local government program or activity that receives federal funds. This is an anti-discrimination laws. It protects in nonsectarian private schools including preschools. It requires public schools make accommodations for students with disabilities. |
Categories of Disabilities and their Implications for Functioning within the Early Childhood Educational Setting.
Autistic Spectrum Disorder (ASD) is a developmental disability that significantly affects verbal and nonverbal communication and social interaction, is generally evident before age 3, and adversely affects a child’s educational performance.
Deafness/blindness is a developmental disorder that relates to hearing or vision.
Traumatic brain injury (TBI) is acquired injury to the brain caused by an external physical force, resulting in total or partial functioning disability or psychosocial impairment, or both, that adversely affects a child’s educational performance.
Developmental delay is significant delays in the process of development.
Specific learning disability is a developmental difference or delay in a child that interferes with the individuals ability to learn through regular methods of instruction.
Speech/language impairment is a delay in language.
Multiple disabilities is more than one disability.
Hearing impairment is so severe that a child is impaired in processing linguistic information through hearing, with or without amplification, and that the child’s educational performance is thus adversely affected.
Orthopedic impairment any condition that interferes with the health or normal functioning of bones, joints, or muscles, qualifies as an orthopedic impairment.
Other health impairment(OHI) have limited strength, vitality, or alertness as a result of chronic or acute health problems related to a heart condition, tuberculosis, rheumatic fever, nephritis, asthma, etc.
Mental retardation – significant limitations both in intellectual functioning and in adaptive behavior as expressed in conceptual, social, and practical adaptive skills
Emotional disturbance relates to behavior.
Visual impairment A child is considered to be blind if visual acuity is poorer than 20/200 in the better eye after correction or if the field of vision is limited to angle of 20 degrees.
Deafness/blindness is a developmental disorder that relates to hearing or vision.
Traumatic brain injury (TBI) is acquired injury to the brain caused by an external physical force, resulting in total or partial functioning disability or psychosocial impairment, or both, that adversely affects a child’s educational performance.
Developmental delay is significant delays in the process of development.
Specific learning disability is a developmental difference or delay in a child that interferes with the individuals ability to learn through regular methods of instruction.
Speech/language impairment is a delay in language.
Multiple disabilities is more than one disability.
Hearing impairment is so severe that a child is impaired in processing linguistic information through hearing, with or without amplification, and that the child’s educational performance is thus adversely affected.
Orthopedic impairment any condition that interferes with the health or normal functioning of bones, joints, or muscles, qualifies as an orthopedic impairment.
Other health impairment(OHI) have limited strength, vitality, or alertness as a result of chronic or acute health problems related to a heart condition, tuberculosis, rheumatic fever, nephritis, asthma, etc.
Mental retardation – significant limitations both in intellectual functioning and in adaptive behavior as expressed in conceptual, social, and practical adaptive skills
Emotional disturbance relates to behavior.
Visual impairment A child is considered to be blind if visual acuity is poorer than 20/200 in the better eye after correction or if the field of vision is limited to angle of 20 degrees.
Implementations of an Early Childhood (PPCD) Program Preschool Programs with Children with Disabilities Website
Assessment Instruments
NAME LEVEL TYPE PURPOSE
Screening Tests Ages and Stages 4-60 months Developmental Measure cognitive, language, motor, Questionnaire screening and social development AGS Early Screening 2-6 years Developmental Measure cognitive, language, motor, Profiles screening self-help, social acculturation, and health development Developmental 2-6 years Developmental Assess motor, language, and Indicators for the screening cognitive language Assessment of Learning (DIALIII) Early Screening 3-6 years Developmental Assess developmental domains Inventory-Revised screening with cut off scores for referrals (ESI-R) First Step Screening 2 years 9 months Developmental Assess five developmental domains Test for Evaluating to 6 years 2 screening to identify preschoolers at risk for Preschoolers months developmental delay Social Emotional Screening Devereux Early 2-5 years Social-emotional Examine positive and negative Childhood screening social-emotional behaviors Assessment (DECA) Early Screening 3-6 years Social-emotional Rank children in social interaction, Project (ESP) screening adaptive behavior, maladaptive behaviors, and aggressive behaviors Preschool and 3-6 years Social-emotional Examine positive and problem Kindergarten screening behaviors through parent ratings Behavior Scales (PKBS-2) Diagnostic Tests Vineland Adaptive 3-16 years Adaptive Measure weaknesses and strengths Behavior Scale behavior in everyday-living tasks AAMR Adaptive 3-16 years Adaptive Assess adaptive behavior in terms Behavior Scale behavior of personal independence and School (ABS-S; 2) development; can be compared to norms for children developing normally, with retardation, and with severe retardation Stanford Binet 2 years to adult Global Detect delays and mental Intelligence Scale intelligence retardation McCarthy's Scales of 2 years 5 months Intelligence Identify and diagnose delay in Children's Abilities to 8 years cognitive and noncognitive areas through subtests; identify learning problems Wechsler Preschool 4-6 years Intelligence Identify signs of uneven and Primary Scale of development, detect overall delay Intelligence (WPPSI-III) Kaufman Assessment Comprehensive Assess developmental delay and plan Battery for Children developmental for instruction (K-ABC) assessment Battelle Birth to 8 years Comprehensive Identify child's strengths and Developmental developmental weaknesses and plan for intervention Inventory assessment or instruction Bracken Basic 2 years 5 months Basic Concept Quickly identify or comprehensively Concept-Scale to 7 years 11 development diagnose basic concept development Revised months Language Tests Preschool Language Birth to 6 years Language Measure receptive and expressive Scale (PLS-4) 11 months language z Peabody Picture 2 years 5 months Vocabulary Measure receptive vocabulary for Vocabulary Test to 18 years Standard American English Pre-Language 4-6 years Language Measure oral language proficiency Assessment Survey and assess learner needs (Pre-LAS)(English and Spanish) IDEA Proficiency 3-5 years Language Identify children for placement in LED (Pre-IPT) (English programs and Spanish) Woodcock-Munoz 2 years to adult Language Measure language proficiency in Language Survey English or Spanish; determine eligibility (English and for bilingual programs or readiness for Spanish) English instruction Achievement Test National 5-6 years Achievement Measure achievement in preschool Reporting skills and effectiveness of Head Start System (NRS) Program |
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Planning Instruction for Early Childhood Individuals with Disabilities
Elements of an Individualized Family Service Plan
1. A statement of the child’s current functioning in the following areas:
a. physical development
b. cognitive development
c. language development
d. psycho-social development
e. self-help skills or adaptive behavior
2. A description of the family’s resources, priorities, and concerns
3. The outcomes expected to be achieved as a result of intervention for the child and family. This should include the criteria that will be used to determine success, time lines for attaining goals, and whether modifications or revisions of the services or outcomes are needed.
4. The specific services- including frequency, intensity, and methods – that will be used to deliver the early intervention services. Also, the specific date that services will begin and the anticipated length of the services should be included.
5. A description of where the intervention will take place, including the “natural environments” (i.e., inclusive environments as opposed to specialized clinic or school settings).
6.The name of the service coordinator who is responsible for overseeing the implementation of the plan and coordinating the efforts of various agencies.
7. Anticipated dates when services will begin and end.
8. A statement of the necessary services for the child’s successful transition from an early intervention program to a preschool program (from Title I and Title II).
Elements of an Individualized Education Plan for Young Children
1. A description of the current educational performance of the child.
2. Annual goals and short-term instructional objectives.
3. Which specific educational services will be provided to the child.
4. The extent to which the child will be able to participate in regular educational classrooms or activities.
5. When the services will begin, and how long they are expected to last.
6. Objective criteria, evaluation procedures, and schedules for determining whether objectives are being achieved.
Elements of an Individualized Family Service Plan
1. A statement of the child’s current functioning in the following areas:
a. physical development
b. cognitive development
c. language development
d. psycho-social development
e. self-help skills or adaptive behavior
2. A description of the family’s resources, priorities, and concerns
3. The outcomes expected to be achieved as a result of intervention for the child and family. This should include the criteria that will be used to determine success, time lines for attaining goals, and whether modifications or revisions of the services or outcomes are needed.
4. The specific services- including frequency, intensity, and methods – that will be used to deliver the early intervention services. Also, the specific date that services will begin and the anticipated length of the services should be included.
5. A description of where the intervention will take place, including the “natural environments” (i.e., inclusive environments as opposed to specialized clinic or school settings).
6.The name of the service coordinator who is responsible for overseeing the implementation of the plan and coordinating the efforts of various agencies.
7. Anticipated dates when services will begin and end.
8. A statement of the necessary services for the child’s successful transition from an early intervention program to a preschool program (from Title I and Title II).
Elements of an Individualized Education Plan for Young Children
1. A description of the current educational performance of the child.
2. Annual goals and short-term instructional objectives.
3. Which specific educational services will be provided to the child.
4. The extent to which the child will be able to participate in regular educational classrooms or activities.
5. When the services will begin, and how long they are expected to last.
6. Objective criteria, evaluation procedures, and schedules for determining whether objectives are being achieved.
Websites and Organizations that Support Early Childhood Services
American Speech-Hearing –Language Association (ASHA) http://www.asha.org
Autism Society of America http://autism-society.org
Children and Adults with Attention Deficit Disorders (CHADD) http://www.chadd.org
Council for Exceptional Children http://www.cec.sped.org
Division for Early Childhood (DEC) http://www.dec-sped.org
Epilepsy Foundation of America http://www.epilepsyfoundation.org
National Dissemination Center for Children with Disabilities http://research.nichcy.org
National Early Childhood Technical Assistance Center (NECTAC, formerly NECTAS) http://www.nectac.org
National Early Intervention Longitudinal Study (NEILS) http://www.sri.com/neils
Pre-Elementary Education Longitudinal Study (PEELS) http://www.peels.org
United Cerebral Palsy http://www.ucp.org
U.S. Department of Education, Office of Special Education Programs http://www.ed.gov/about/offices/list/osers/osep/index.html
Publications and Other Media
DEC Recommended Practices Collection - available at - http://www.dec-sped.org
Journal of Early Intervention - subscribe at http://www.dec-sped.org
Young Exceptional Children – subscribe at http://www.dec-sped.org
The Young Exceptional Children Monograph Series – available at http://www.dec-sped.org
ZERO TO THREE – subscribe at http://www.zerotothree.org
American Speech-Hearing –Language Association (ASHA) http://www.asha.org
Autism Society of America http://autism-society.org
Children and Adults with Attention Deficit Disorders (CHADD) http://www.chadd.org
Council for Exceptional Children http://www.cec.sped.org
Division for Early Childhood (DEC) http://www.dec-sped.org
Epilepsy Foundation of America http://www.epilepsyfoundation.org
National Dissemination Center for Children with Disabilities http://research.nichcy.org
National Early Childhood Technical Assistance Center (NECTAC, formerly NECTAS) http://www.nectac.org
National Early Intervention Longitudinal Study (NEILS) http://www.sri.com/neils
Pre-Elementary Education Longitudinal Study (PEELS) http://www.peels.org
United Cerebral Palsy http://www.ucp.org
U.S. Department of Education, Office of Special Education Programs http://www.ed.gov/about/offices/list/osers/osep/index.html
Publications and Other Media
DEC Recommended Practices Collection - available at - http://www.dec-sped.org
Journal of Early Intervention - subscribe at http://www.dec-sped.org
Young Exceptional Children – subscribe at http://www.dec-sped.org
The Young Exceptional Children Monograph Series – available at http://www.dec-sped.org
ZERO TO THREE – subscribe at http://www.zerotothree.org
References
Hooper, Stephen R and Umansky, Warren (2009). Young Children with Special Needs, Fifth Edition. Upper Saddle River, New Jersey.
Preschool Programs for Children with Disabilities. Retrieved from http://texasprojectfirst.org/PreschoolProg.html
Wortham, Sue C (2012). Assessment in Early Childhood Education, Sixth Edition. Upper Saddle River, New Jersey.
Preschool Programs for Children with Disabilities. Retrieved from http://texasprojectfirst.org/PreschoolProg.html
Wortham, Sue C (2012). Assessment in Early Childhood Education, Sixth Edition. Upper Saddle River, New Jersey.