January 19, 2017
Creating a high-quality system of services and supports for infants and toddlers with disabilities and their families.
The purpose of this joint statement from the U.S. Departments of Education (ED) and Health and Human Services (HHS) (the Departments), is to set a vision for stronger partnerships, collaboration, and coordination between awardees of the Maternal, Infant, and Early Childhood Home Visiting Program (MIECHV) and the Individuals with Disabilities Education Act, Part C Program (IDEA Part C Program). Specifically, this joint statement provides recommendations to states, territories, and tribal entities to identify and enhance opportunities for collaboration and coordination between MIECHV and the IDEA Part C Program.
Effective collaboration and coordination across MIECHV and the IDEA Part C Program can create a high-quality system of services and supports for infants and toddlers with disabilities and their families. It is the position of both Departments that all infants and toddlers and their families should have access to coordinated, comprehensive services that support overall health, development, and wellness. This joint ED and HHS statement aims to advance this position by:
- Providing an overview of the MIECHV and the IDEA Part C Programs;
- Emphasizing the potential for collaboration and coordination between MIECHV awardees and the IDEA Part C State programs;
- Highlighting existing opportunities for partnerships between MIECHV awardees and the IDEA Part C State programs; and
- Providing recommendations to states, territories, tribal entities, and local programs for identifying and increasing opportunities for collaboration and coordination.
Follow us on Twitter and see tweet about this joint statement here! https://twitter.com/ED_Sped_Rehab/status/822090143721025536
OSEP is committed to implementing a results-driven accountability framework that leads to increased state and local capacity to improve results and functional outcomes for children with disabilities. As part of this effort, OSEP asked the Early Childhood Technical Assistance Center (ECTA (http://ECTACenter.org)) to provide input on Individuals with Disabilities Education Act (IDEA) Part C results measures that could be used to review states’ performance results of their infants and toddlers with disabilities who receive early intervention services. An explanation of ECTA’s recommendations is contained in a presentation entitled Using Child Outcomes Data for Determinations, A Proposal. In addition, a more detailed account of the proposed approach is contained in ECTA’s report entitled Documentation of the Recommended Analysis for Using Child Outcomes Data for IDEA Part C Determinations.
Source: Office of Special Education and Rehabilitative Services Blog
Welcome to NICHCY’s training curriculum on early intervention! The full curriculum isn’t done yet, but there are many modules available for your reading, downloading, and training use, and there are many more on the way.
Source: Center for Parent Information and Resources
Available at: http://www.parentcenterhub.org/repository/legacy-partc/
Improving child and family outcomes is a cornerstone of early childhood education and in particular the IDEA Part C and Part B, Section 619 Preschool programs. To improve outcomes, an evidence-based practice or innovation must be selected and the process of implementing that practice or innovation must be effective. Implementation science is the study of the processes needed to bring new practices into widespread use.
This guide is based on a review of the literature of implementation science Fixsen, Naoom, Blase, Friedman, & Wallace, 2005 and the collective experiences of federally funded national centers in conducting state-wide system change initiatives. These centers include the National Early Childhood Technical Assistance Center NECTAC, now the ECTA Center, Technical Assistance Center on Social Emotional Intervention for Young Children TACSEI, Center on the Social and Emotional Foundations for Early Learning CSEFEL, National Implementation Research Network NIRN, and the State Implementation of Scaling-up Evidence-based Practices SISEP.
Source: FPG Child Development Institute
This side by side compares confidentiality requirements for Part C of the Individuals with Disabilities Education Act (IDEA), Part B of IDEA, and Family Education Rights Protections Act (FERPA). Sections address:
- Inspection and Review
- Retention of Records
- Procedural Safeguards
- Dispute Resolution
Source: U.S. Department of Education
The ECTA Center shared the current status of developing a system framework for Part C and Section 619 systems on December 6, 2013. The framework is being designed to support states in: analyzing the capacity of their current systems; build quality systems that support implementation of effective practices; and, ultimately, improve child and family outcomes.
Presentation File: Developing a Framework to Build High Quality Part C and Section 619 Systems
Handout: Introduction to the ECTA System Framework
Draft Components: Governance and Finance
Source: The Early Childhood Technical Assistance Center
Available at: http://www.ectacenter.org/sysframe/
The DEC Recommended Practices Commission has drafted a set of revised practices which will continue to be available until the practices are disseminated in final form.
View and share the video of Parents and Practitioners speaking about this important resource. We have begun planning products for applying the Practices.
Source: DEC Recommended Practices Commission
Available at: http://www.decrecpractices.org/input.asp
Special Instruction and Early Intervention
Part C of the Individuals with Disabilities Education Act (2004) describes an array of early intervention services, including special instruction, that are available to support families of eligible infants and toddlers with developmental delays and disabilities. The purpose of these services is to support parents and other caregivers as they interact with their children in ways that enhance the child’s development and participation in daily activities and routines (Childress, 2004; Trivette & Dunst, 2000).
Generally, early intervention services, including special instruction, focus on active caregiver-professional partnerships that are grounded in family-centered practices and guided by family priorities and outcomes written into each child’s Individualized Family Service Plan (IFSP; Part C, IDEA, 2004, Sec. 303.18). Collaborative early intervention visits with the family focus on identifying how to integrate learning strategies into family routines and how the caregiver can independently implement these strategies throughout the week when the early interventionist is not present (Sandall, Hemmeter, Smith, & McLean, 2005; Ridgley, Snyder, McWilliam, & Davis, 2011). Intervention is provided in the child’s natural environment, including places where the child and family naturally spend time (e.g., home, childcare center, local park) as well as in settings that are natural for the child’s peers who do not have disabilities. Materials, activities and routines that are familiar to the child and family are used during visits and provide the context for individualized, meaningful intervention that appropriately addresses the child’s strengths and needs (Copple & Bredekamp, 2009).
Within the framework of early intervention, special instruction is provided in accordance with these recommended practices as well as with the Agreed Upon Mission and Key Principles for Providing Early Intervention Services in Natural Environments (http://ectacenter.org/~pdfs/topics/families/Finalmissionandprinciples3_11_08.pdf).
Source: Division of Early Childhood, Council for Exceptional Children
This bulletin provides an overview of the Part C referral provisions in the 2003 reauthorization of the Child Abuse Prevention and Treatment Act (CAPTA) and in the Individuals with Disabilities Education Improvement Act of 2004 (IDEA) and describes the intersection of child welfare services and early intervention with young children. It highlights the benefits of Part C for child welfare and outlines how child welfare professionals can support Part C efforts. It also describes implementation challenges and provides promising strategies for implementing Part C provisions, including examples from the field.
Source: Child Welfare Information Gateway
Available at: https://www.childwelfare.gov/pubs/partc/