Search

This document presents text and data tables excerpted from the 1999 U.S. Department of Education's "Twenty-First Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act (IDEA)" (1999) related to two programs: the Early Intervention Program for Infants and Toddlers with Disabilities, Part C of IDEA, and the Preschool Grants Program, Part B of IDEA. Section 1, on context and environment, consists of three modules which address: parent involvement in educating children with disabilities; providing access to the general education curriculum for students with disabilities; and developing a highly trained teacher workforce. Section 2, on student characteristics, provides excerpted text on children ages birth through 5 served under IDEA. Section 3 is on programs and services and the excerpted sections focus on educational environments for students with disabilities. The final section provides results from the "Interim Report from the National Assessment" and from state improvement and monitoring efforts. Twenty-four data tables are presented for IDEA Part B and Part C, demographics, state grants, and data notes. Examples of tables include number and percentage of children served by age and disability, teachers for ages 3 through 5, and early intervention settings. Each section contains references. (DB)

Under Part C of the Individuals with Disabilities Education Act (IDEA), participating states and jurisdictions must provide services to children who are either experiencing developmental delays, or who have a diagnosed condition that carries with it a high risk of developmental delay. Eligibility criteria used by the states influence the numbers and types of children receiving services, the types of services provided, and the cost of the early intervention system. This paper discusses how 50 states and 6 jurisdictions define developmental delay and summarizes their approaches to serving eligible children. It discusses the wide variability in the types of criteria states use to describe developmental delay and it identifies three categories of risk for adverse developmental outcomes used by many states. These include conditions of established risk, biological/medical risk, and environmental risk. Factors that may mediate the impact of risk factors are also noted, including temperament of the child, high self-esteem, good emotional relationship with at least one parent, and successful learning experiences. The summary table lists the following for each state: level of developmental delay required for eligibility; whether at-risk infants and toddlers are served; and comments. (SG)

Under the Early Intervention Program for Infants and Toddlers with Disabilities (Part C) of the Individuals with Disabilities Education Act (IDEA), service coordination is defined as "the activities carried out by a service coordinator to assist and enable a child eligible under this part and the child's family to receive the rights, procedural safeguards, and services that are authorized to be provided under the State's early intervention program." This document describes the strengths and weaknesses of four different approaches to service coordination. These include: (1) dedicated service coordination, in which service coordination responsibilities are the primary focus of the role; (2) early interventionist and service coordination, in which a primary service provider also has service coordination responsibilities; (3) interagency service coordination, in which different agencies may provide service coordination; and (4) interim or intake service coordination, in which a service coordinator facilitates all activities during the first 45 days of service or until the Individualized Family Service Plan (IFSP) is implemented. There is no empirical basis for deciding which of these approaches is better. However, the following quality assurance indicators can be considered across all models: manageable caseloads, flexibility in caseloads, family choice, family participation, training, and system evaluation. (SG)

This publication discusses the findings of a review of the eligibility classifications and criteria provided by the coordinators of the state and jurisdictional preschool program under the Individuals with Disabilities Education Act (IDEA). Findings revealed seven states use only IDEA, Part B disability categories to identify eligible children of any age. In one of these seven states, the criteria for some or all of the categories are modified for younger children. Examples of modification that some states use include: (1) greater latitude for multidisciplinary teams in selecting assessment instruments and procedures; and (2) different scores or quantitative criteria for young children than for older children. Twenty-three states use all the of the Part B disability categories plus an additional category or classification unique to early childhood. However, three states use the additional category only when another disability category cannot be clearly differentiated. The eligibility policies of 15 states enumerate some, but not all, of the Part B categories, plus a category specific to early childhood. Seven states do not use any of the Part B categories for young children and use a noncategorical designation exclusively. A chart illustrating the different states' policies is included. (CR)

This document reports on a 1998 conference on technical assistance and dissemination attended by representatives from the Department of Education's Office of Special Education Programs (OSEP), Technical Assistance and Dissemination (TA&D) projects, and regional resource centers. The conference was intended to increase knowledge concerning TA&D, exchange information among TA&D colleagues, and contribute to the current administration's education initiative. The report has 3 parts. It begins with an overview of the results from the Interview Design Process Plenary Session, which aimed to foster awareness building and networking about the collective OSEP TA&D Network goal of improving results for children and youth with disabilities and their families. This part also includes summaries of the plenary sessions and brief reports of the concurrent sessions. The second part has summaries from the work group discussions on elements of the president's education initiatives and possible collaborative activities in support of these initiatives. The last part summarizes discussions in the focus group sessions. The report ends with the following appendices: a conference agenda; a participant list; the OSEP logic model; selected requirements of the Government Performance and Results Act; and the "Report from the Collaborative and Innovative Uses of Technologies Workgroup" (Patti Barkin and Joan Danaher). (DB)

This paper discusses how the 50 states and 7 jurisdictions that participate in the Part H program under the Individuals with Disabilities Education Act (IDEA) for infants and toddlers define "developmental delay." A table summarizes all the states' and jurisdictions' definitions and their approaches to serving children at risk of having substantial developmental delay. It identifies three categories of risk for adverse developmental outcomes used by many states: established risk, biological/medical risk, and environmental risk. It notes that many definitions address effects of multiple risk factors. The summary table lists the following for each state: level of developmental delay required for eligibility; whether at-risk infants and toddlers are served; and comments. (Contains 10 references.) (DB)

In 1992, the Office of Special Education Programs (OSEP) funded four projects for a three-year period to increase the participation of higher education faculty in inservice training for personnel in early intervention. These projects included: the Southeastern Institute for Faculty Training (SIFT), the Northeastern Early Intervention Faculty Training Institute, the Midwestern Consortium for Faculty Development (MCFD), and the Western Region Faculty Institute for Training (WRFIT). The projects were required to enhance faculty expertise through the utilization of state-of-the-art information related to the Individuals with Disabilities Education Act (IDEA) and innovative training resources. They were required to develop and evaluate curricula for use by faculty members, and these curricula were required to include discipline specific as well as multidisciplinary content related to Individualized Family Service Plans (IFSPs), service coordination, family-focused intervention, collaboration, and other relevant topics in early education. Each of the projects served a specific region of the country and each developed a unique model. This executive summary describes the projects, their accomplishments, and lessons learned. Lists of products for each project are included. (SG)

Information on the implementation of services for preschool children with special needs and their families is presented, acquired from a survey of all 50 states, the District of Columbia, and 8 outlying jurisdictions. The information is organized into nine sections reflecting major state activities related to the Part B, Section 619 portion of the Individuals with Disabilities Education Act. These sections include: (1) administration, education reform, and funding; (2) interagency coordination; (3) personnel, including certification/licensure requirements for preschool special education staff and use of paraprofessionals; (4) transition from early intervention services to preschool programs and from preschool programs to kindergarten and first grade; (5) inclusion and programming; (6) public awareness initiatives; (7) individual family service plans and family-centered services; (8) eligibility; (9) special education mandates and legislation; and (10) preschool program data. Contains a contact list of program coordinators and related personnel. (CR)

This paper discusses three Federal programs related to the Individuals with Disabilities Education Act (IDEA): (1) Part H, the Program for Infants and Toddlers with Disabilities; (2) Section 619 of Part B, the Preschool Grants Program; and (3) under Part C, the Early Education Program for Children with Disabilities (EEPCD). An overview of each of the programs is provided, followed by an outline of major accomplishments to date. The paper concludes by stating that all states, including those in the Pacific and Atlantic Basins, and EEPCD projects are making progress to fulfill the goals 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 and partners throughout the planning and provision of services. The paper includes references, data tables, and a list of additional publications available from the National Early Childhood Technical Assistance System (NECTAS). (SG)

This briefing paper provides background information and reports on the achievements and future challenges of the Preschool Grants Program of the Individuals with Disabilities Education Act (IDEA). Section 619 authorizes grants to states to provide special education and related services to children, ages 3 through 5 years, with disabilities. This legislation creates a collaborative federal, state, and local partnership that provides the framework for the nationwide development and implementation of preschool services. The first section of the paper explains the grants program and the types of services available. The second section discusses four significant accomplishments of the Preschool Grants Programs: (1) more children with disabilities are receiving services; (2) programs are improved by innovations in service delivery; (3) services are more cost effective and comprehensive through increased interagency collaboration; and (4) a greater number of more highly qualified personnel are available to provide services. The last section identifies future challenges, including the need to serve children in community-based settings. Two tables are provided; the first illustrates annual federal appropriations and the number of children served under the Preschool Grants Program from 1986 to 1995, and the second states special education and related services specified under IDEA. Parental narratives on the benefits of the preschool program are included also. (Contains 11 references.) (CR)

This report discusses policies and practices for family-directed child evaluation and assessment under the Individuals with Disabilities Education Act (IDEA). The scope of the report includes practices across the early childhood spectrum, from birth through 5 years. Commonly used terminology is defined. Issues discussed include: the primacy of families with respect to their children, cultural and linguistic diversity, the use of technological advances, and information about a child's health status and needs. Brief recommendations for policymakers are given and lists of the U.S. Department of Education's Early Education Program for Children with Disabilities (EEPCD) projects, as well as other resources, are included. (SG)

This briefing paper provided background information and a preliminary report of the achievements and future needs of the Federal Part H Program of the Individuals with Disabilities Education Act (IDEA) and its services to infants and toddlers with disabilities and their families. This collaborative federal, state, and local partnership created a framework for the nationwide development and implementation of comprehensive service systems. The paper is organized around four questions: (1) What is early intervention and why is it important? (2) What is the Part H Program? (3) What have states achieved under the Part H Program? and (4) What are the future challenges for the Part H Program? Examples of family experiences with early intervention are given. References and contact information for members of the Ad Hoc Part H Work Group, the U.S. Department of Education, and state and jurisdictional Part H Program coordinators are included in the appendices. Appendix 4 lists the states/jurisdictions approved for full implementation of Part H of IDEA in 1993 and 1994. Appendix 5 lists Part H lead agencies by state. (SG)

The Individuals with Disabilities Education Act (IDEA) requires that each state participating in the federal early intervention program establish a state interagency coordinating council (SICC) to assist and advise the state lead agencies in achieving a coordinated service delivery system. Some states have also established local interagency coordinating councils (LICCs) to support and provide information to the SICCs. This document was compiled to assist additional states and communities in developing local interagency coordinating councils (LICCs). It consists of information gathered from California, Illinois, Maryland, Missouri, North Carolina, Ohio, Pennsylvania, Virginia, and Wisconsin about their LICCs' organizational structure, roles and functions, funding and accountability, and technical assistance and support. Contact information for each state and lists of available documents are included. (SG)

The Individuals with Disabilities Education Act (IDEA) requires the implementation of a comprehensive child find system. This system includes public awareness activities to inform parents, professionals, and the community at large of the availability of early intervention and preschool services, of the importance of identifying children with or at risk for developmental delay and disabilities, and of procedures for referral for evaluation and services. This paper describes strategies used by a variety of health care, early intervention, and preschool service systems for sharing information and collaboratively promoting community child find and public awareness activities. Specific examples of how some projects, states, and communities have implemented these strategies are described and contact information for each example is given. Additional references and resources are also included. (SG)

In 1986, Congress enacted Public Law 99-457, which outlined requirements for statewide early intervention systems and preschool services to assist young children who are either developmentally delayed or who have certain conditions which carry with them a high probability of resulting in developmental delay. Now known as the Individuals with Disabilities Education Act (IDEA), the law includes the following two programs that specifically target young children, birth through 5 years of age, with special needs: (1) the Program for Infants and Toddlers with Disabilities (previously Part H); and (2) the Preschool Grants Program (Part B, Section 619). This paper describes these two programs and discusses research findings about the effectiveness of early intervention for children with special needs. A table outlining some of the services provided under IDEA is included. Two case examples are given to illustrate the types of services that might be included in an early intervention program. The document also includes references and contact information for the National Information Center for Children and Youth with Disabilities (NICHCY). (SG)