What is Early Childhood Special Education

1. What is Early Childhood Special Education?

2. FIVE domains of development: 1. Cognitive: mental function � knowing, perception, understanding 2. Social/Emotional: the ability to understand your own feelings and the feelings of others and which behaviors are appropriate when. 3. Adaptive: The ability to adapt to changing circumstances. The ability to care for yourself. 4. Physical: coordination and control of gross and fine motor skills 5. Communication: The ability to express thoughts, feelings, ideas and to understand others via vocal, non-vocal gestures and writing.

3. Early Childhood Special Education vs. Early Childhood Education They are more similar than different: both provide direct service to young children differences are more prevalent when the services are integrated ECSE was born out of Early Childhood Education (ECE) when practitioners realized that there were no provisions for children with special needs in the �Developmentally Appropriate Practices� DAP (Developmentally Appropriate Practice) is a publication that was released by the National Association for the Education of Young Children (NAEYC) � outlining guidelines for educational practices that were appropriate for a child�s age and development. These �practices� are child-centered (child as an active learner � they initiate) and facilitated by the teacher. www.naeyc.org DAP virtually ignored the special needs population so ESCE practitioners form the Division of Early Childhood (DEC) Council for Exceptional Children (CEC) which then issued its own �Recommended Practices� This move led to a revision of the original DAP.

4. Similarities: Both documents see the child and the family as unique Both documents have an aversion to labels Both documents stress the need for quality programming Both documents give FAMILY an important role in the design and delivery of service Both are based on age appropriateness and individual appropriateness THINK ABOUT IT: How might culture and context might influence individual appropriateness?

5. Differences: ECSE is, by law, FREE to qualifying families though some programs may charge in special circumstances. i.e.: early intervention programs, choice between cost & quality. ECE programs usually cost money. In some cases, programs like Head Start are free to low SES families. ECSE tracks the child�s development more than ECE ECSE uses behavior modification more. Special needs children usually need more structure and direct teacher involvement. (vs. Piaget & constructivist theory � Montessori- where the child should initiate activity facilitated by the teacher) ECSE emphasizes and often demands parent involvement ECSE includes transition planning. The emphasis is to prepare the student for success in the next environment whereas ECE expects the next environment to adapt to the child. example: a traditional student will transition into the next grade � and that is what the child needs. A child with challenges has to be prepared to succeed in that same environment and must learn to �adapt� � it�s the child that�s adapting, not the environment..) ECSE educators have to make a basic choice in the learning environment: emphasis on pre-academics emphasis on social development *Which is more important?

6. ECE and ECSE have a long way to got to reach the goals of DAP and DEC. In it�s current state it�s an ideal rather than typical practice. WHY? 1. National leaders are trying to bring ECE and ECSE more in harmony. 2. A difference in their respective ideals. However: a. there�s much less �automatic referral� of problem children than there used to be. b. fewer children are being �removed� from the classroom. (we�ll discuss why that is later.)

7. INDIVIDUALS WITH DISABILITIES EDUCATION ACT (IDEA) is a federal program created in 1986. IDEA is the United States� foundation law on Special Education. Through this program the Federal government offers financial incentives to the 50 states to encourage services to the birth to 5 population. To access the funds, states had to be in compliance by the end of 1991 for PART B and no later than Sept. 1994 for PART C. Currently, Parts B and C operate as a seamless system

8. PART C: Early Intervention: (birth to 3) a. It says that states are to provide services to ALL infants and toddlers with diagnosed conditions that are likely to limit activities that they should be able to do. b. Infants and toddlers with developmental delays are to receive intervention services as needed. c. It permits, but does not require, services for children that are at risk. d. Part C is known as an Entitlement Program: Only 0 to 36 month old children who �need� intervention are entitled to services.

9. e. Services must be detailed and outlined in the IFSP (individualized family service plan): a written document that identifies the type of services to be executed. i. the parent/guardian is an �integral member of the multi-disciplinary team that develops the IFSP. ii. the IFSP is reviewed twice a year and it must be FULLY explained to parents. the family has the final say and may decline services. iii. Most early intervention services are related services (support services) designed to empower the family to function more effectively on behalf of the 0-3 child. a. services not directly related to the disability may be included in the IFSP, but would not be covered for cost. f. Most states serve about 1.63 percent of their age 2 and under population. The most frequent services are: special instruction, family training, and counseling, and home visits. Also common are speech therapy and social work. Less typical are audiology and nutritional services.

10. 3. PART B: Pre School and Special Education (ages 3 to 5) Provides specialized instruction and related services for children with disabilities but makes NO provision for �at risk� children. a. Children must qualify for Special Ed services through the diagnosis of a disability: mental retardation, hearing impaired, speech/language, visual, emotional disturbance, orthopedic, autism, traumatic brain injury, health impairments, specific LDs. b. services are provided by local education agencies (LEA) and are usually FREE. c. ALL children with disabilities have a right to an education. d. Children being served under Part B are entitled to Related Services. i.e., transportation, developmental or corrective services like speech pathology, audiologist, psychology, physical and occupational therapy, recreation, social work, counseling, medical and rehabilitation services. Only related services that assist a child in benefiting from special education services may be required.

11. Special Education students receive services through an IEP (Individual Education Plan): a written document that identifies the unique needs of the child. Part B: Guarantees appropriate services designed for their unique needs. The term �appropriate� is never clearly defined. Over � million children 3 to 5 are served each year. The number of children served seems to double from that of Part C. (Why?) Part B also authorizes services for ages 6 -8: There are two significant differences: Services for children ages 6 to 8 have been mandated since 1977 There is no �optional or volitional� aspect at this age. At age 6 children must be in school by law and services are mandated as part of a �free and public education.� The Rationale for Early Childhood Special Education: (why do we have it?) Early intervention makes a difference to the quality of life It helps families Early service should lower expense in the long run in most cases.

12. How ECSE works. A. The seamless 0-8 system: how most states work. Emphasis on developmental milestones at the earliest possible age. a. no gaps or delays between IDEA C & B b. avoid labeling c. focus on strengths and needs B. Interdisciplinary approach to services: Team vs. individual. In 1991 amendments to IDEA permitted IFSP�s to replace IEP�s for 3 to 5 year olds provided that: all of the elements of the IEP are present � like outcomes, educational needs, etc. You could also do IEP�s for 0-2 on the same condition. C. About 763,000 children 0 to 6 received services in 1998 but little is known* about the 0-3�s and their families. * ( why?)

13. B.Cultural Diversity: Data is limited regarding ethnicity or socioeconomic status (SES) or other diversity indicators. The NEILS Study of 2001 included 5,688 families found that: 55.6% are Caucasian 21.5% are African-American, 15.2% are Hispanic. Proportionately, there are more minorities receiving services: 14% of all 0-3�s are African-American 21% of all who receive services are African-American 42% of families in the study receive public assistance indicating that the families that providers work with are likely not wealthy. Low SES = limited access to medical care, good nutrition and parent education

14. C. Cultural Competence: Awareness of differences that are LEARNED in the cultural context. i.e., communication style, acceptable behavior and expression (see page 55-58 in text). ECSE Workers: Teachers must be trained in education methods as well as how to work with children. They must be aware of intervention methods and how to serve as an IEP/IFSP team member. (that�s what this class begins to prepare you for) this also applies to service coordinators, social workers, therapists, etc.

15. Roles and Responsibilities in Special Education as outlined by IDEA: A. Federal: Funding, research, demonstration, training, remove barriers to inter-agency cooperation & service. Monitor states� compliance, establish eligibility criteria. B. State: Meet federal requirements, select a lead agency to carry out the state plan, write policy, contracts, outreach, inter-agency coordination through the establishment of an interagency coordinating council (ICC) to advise the lead agency. C. Local: VERY IMPORTANT - provide a �natural environment� for services in the LRE or Inclusion setting. 0-3 home 3-5 pre school 6-8 school D. Parents: Total involvement in decision making. Both Part C and B grant the parents of children with disabilities the right to determine what is best for their children. Parents must work with professionals to make sure the unique needs of their children are identified in the IFSP or IEP. According to the law, parents are in the best position to protect the rights of children with disabilities. The IDEA was born out of two federal district court cases in the early 70�s (in Pennsylvania and D.C., respectively) where parents sued for services for their special needs children. The rationale behind ECSE is that everyone benefits from early intervention, saving society money by making people with special needs self-sufficient. Because the field of ECSE is relatively new there�s a lot we don�t yet know.