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Optimal Environments for Children with Disabilities Ages 3-5

This report by Mary Schertz focuses on the implementation of FAPE requirements and decision factors for reporting children with disabilities aged 3-5 in various educational settings. It outlines rules for determining suitable environments and provides guidance on integrated settings, reverse mainstream classrooms, and calculating time in early childhood programs.

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Optimal Environments for Children with Disabilities Ages 3-5

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  1. REPORTING EDUCATION ENVIRONMENTS FOR CHILDREN WITH DISABILITIES AGES 3-5 November 1, 2006 Mary Schertz, Consultant Iowa Department of Education

  2. Part B, Individuals with Disabilities Education Act • Implementation of FAPE Requirements • Child Count Data for 2006 • Authorization: P.L. 108-446, Section 618 (a)(1)(A)(ii), Section 618 (a)(1)(A)(iii), and Section 618(a)(3);34CFR§§300.460,340.640, 300.642(b),300.645

  3. WHEN? • All staffings beginning November 6, 2006 • Determine new setting codes for all staffings that have occurred since July 1, 2006

  4. WHO? • All 3 – 5 year olds receiving ECSE services, including support services only

  5. DECISION FACTORS? • What are the decision rules in determining which environment to use when reporting each child?

  6. Integrated Settings • Is the child attending an early childhood program that is designed for children without disabilities and includes at least 50% non-disabled children? • Head Start, Kindergarten, Reverse Mainstream Classrooms, Private preschool, LEA preschool, Childcare center • Is his/her IEP implemented in that setting?

  7. Reverse Mainstream Classrooms • Feds now recognize • Iowa is not encouraging • May be appropriate but only for a VERY LIMITED TIME • Research tells us that there is less social interaction in reverse integration programs which could effect children’s social/emotional skills as reflected in ECO (Guralnick & Groom, 1998)

  8. Calculating Time in EC Programs • % of time the child spends in a regular EC program • Numerator: number of minutes per month the child spends in a regular EC program • Denominator: total number of minutes per month the child spends in a regular EC program plus minutes per month spent receiving ECSE instructional and related services outside the EC program

  9. Calculating Time • Number of minutes per month the child spends in a regular EC program • _________________________________ • Number of minutes per month the child spends in a regular EC program + number of minutes per month child receives ECSE instructional & related services outside the EC program

  10. TIME FACTORS • 60 Minutes per Hour • 5 Days per Week • 20 Days per Month • 4 Weeks per Month

  11. A 1 Example • Child is in a regular early childhood program at least 80% of the time • Example: Child attends Little Lambs preschool 6 hours/week (360 minutes/wk or 1440 min/month) where his/her IEP is being implemented. Child also receives speech/language services at the local elementary school for 1 hour/week (60 min/week or 240 min/month)

  12. A1 Calculation • # of minutes/month in regular education: 1440 • # of minutes/month receiving ECSE services: 1680 • Calculate percentage: 1440÷1680=86%

  13. A1 Example #2 • Child attends Caring Hands Child Care Center 50 hours per week. The IEP is being implemented during the mornings – 20 hours per week (1200 min/week, 4800 min/month). The child receives speech/language services 3 hours/month (180 min/month) during the afternoon at the center.

  14. A1 # 2 Calculation • # of minutes per month in regular ed setting: 4980 • # of minutes per month receiving ECSE services: 4980 • 4980÷4980=1 x 100 = 100%

  15. A 2 Example • Child is in the regular early childhood program 40% to 70% of the time • Example: Child attends ABC Preschool 7 hours/week (420 min/week and 1680 min/month) and receives special education instructional services and speech/language services in that setting. S/he also attends an LEA ECSE classroom 4 hours/week 240 min/ week, 960 min/month).

  16. A2 Calculation • # of minutes per month in regular education: 960 • # of minutes per month receiving ECSE services: 1680 • 960 ÷1680=57%

  17. A2 Example #2 • Child attends Apple Tree Preschool 5 hours per week (300 min/week, 1200 min/month) where the IEP is being implemented. • S/he receives speech/language services 1 hr/week (60 min/week, 240 min/month) at the local elementary school • S/he receives physical therapy services 1 hr/week (60 min/week, 240 min/month) at the AEA office • S/he receives occupational therapy services 1 hr/month (60 min/month) at the AEA office

  18. A2 #2 Calculation • # of minutes per month in regular education: 1200 • # of minutes per month receiving ECSE services: 1740 • 1200 ÷ 1740 = 69%

  19. A 3 Example • Child is in the regular early childhood program less than 40% of the time • Child attends Charlie Brown Child Care Center 7 hours per week (420 min/week, 1680 min/month) where the IEP is being implemented. S/he also attends the LEA ECSE program 30 hours/week (1800 min/week, 7200 min/month). Physical therapy is offered in the home 1 hour per month (60 min/month).

  20. A3 Calculation • # of minutes per month in regular education: 1680 • # of minutes per month receiving ECSE services: 8940 • 1680÷8940=19%

  21. A3 #2 Example • The child attends a Shared Visions program 5 hours per week (300 min/week, 1200 min/month). S/he also attends the district’s ECSE classroom 25 hours per week (1500 min/week, 6000 min/month). The IEP is being implemented in both settings.

  22. A3 #2 Calculation • # of minutes per month in regular ed: 1200 • # of minutes per month receiving ECSE services: 6000 • 1200 ÷6000 = 2%

  23. Non-integrated Settings • Does the child attend an early childhood special education program? • Is that the only setting where the child’s IEP is being implemented?

  24. Early Childhood Special Education Programs • A program that includes 51% or more children with disabilities • A program that is designed for children with disabilities • Examples: ECSE classroom in regular school buildings; ECSE classroom in a childcare facility, hospital, or other community based setting; separate school; and residential facilities

  25. B 1 • Separate class - Child attends a special education program in a class with less than 50% non-disabled children • Example: Child attends the school district’s ECSE classroom 30 hours/week and receives speech/language and OT services in that setting

  26. B 2 • Separate school - Child receives education programs in public or private day schools designed specifically for children with disabilities

  27. B 3 • Residential facility - Child receives education programs in publicly or privately operated residential schools or residential medical facilities on an inpatient basis

  28. B 4 • Home – child receives special education and related services in the principal residence of the child’s family or caregivers • Non-example: Child Development home where the child attends childcare

  29. B 5 • Service provider location – child receives all special education & related services from a service provider in the service provider’s location. • Examples: local school building where the speech/language pathologist is officed, private clinicians’ offices, hospital facilities on an outpatient basis, and other public locations

  30. Practice Examples for Consistency Within AEAs and Among AEAs

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