Infants and Toddlers

1. Infants and Toddlers What are the types of learning tasks that babies typically engage in? Early intervention is all about helping babies and toddlers with developmental delays or disabilities develop necessary, important skills across one or more of five developmental areas (physical, cognitive, communication, social/ emotional, and adaptive). Produced by NICHCY, 2012

2. Acronyms • EI/EIS • Early Intervention • Early Intervention Services Produced by NICHCY, 2012

3. IDEA: Individual with Disabilities Education Act • IDEA Part C: The part of the law describing early intervention services for infants and toddlers • IFSP: Individual Family Service Plan Produced by NICHCY, 2012

4. Federal Legislation This law begins: “Congress finds that there is an urgent and substantial need…to enhance the development of infants and toddlers with disabilities, to minimize their potential for developmental delay, and to recognize the significant brain development that occurs during a child’s first 3 years of life…”

5. Infant or Toddler with a Disability • Infant or toddler with a disability means an individual under 3 years of age who needs EI services because— • the child is experiencing a developmental delay… in one or more developmental area Produced by NICHCY, 2012

6. Infant or Toddler with a Disability OR— The child has a diagnosed physical or mental condition that— • has a high probability of resulting in developmental delay Produced by NICHCY, 2012

7. The Basics of Early Intervention • An infant or toddler may have a developmental delay or disability • Concerned, someone refersthe child to Part C services in their area • This is called the Child Find System • Minnesota Department of Education (MDE) is the Lead Agency for Minnesota Child Find. • MDE leads the efforts to coordinate with all other major systems like Health and Human Services to locate and identify children who may be in need of early intervention services. Produced by NICHCY, 2012

8. Primary Referral Sources Under the IDEA (listed in §303.303 (c) ) • IDEA includes the Rules and Regulations around “Child Find” which includes who the primary referral sources are. Included in the listed primary referral sources are: • Child care and early learning programs • As a primary referral source, child care providers are required to “refer a child as soon as possible, but in no case more than seven days, after the child has been identified” as having developmental concerns or a risk factor that warrants a referral.

9. Primary Referral Source cont… • While child care and early learning programs are required under IDEA to refer a child in their programs who may have a developmental delay to early intervention within a given time frame, it is beneficial to be a supportive partner to the family at this time. • Keeping a positive relationship with the family is important as you serve the needs of children in your program.

10. Communicating with Parents Your Role in Monitoring Development and Referral • Communicate to parents up front at enrollment that you are required to make a referral for screening if developmental concerns arise. • This helps to alleviate the surprise of the referral process for families. • You can notify parents of your primary referral role under IDEA law by putting a statement in your parent handbook.

11. Parent Handbook Example: • As a child care provider, we continually monitor the development of all children in our care through ongoing observation and recording. We want the best outcomes for all children. Child care providers are considered a primary referral source for early intervention under federal IDEA special education law. We are required to refer a child in our program who has been identified as having developmental concerns or a risk factor that warrants a referral as soon as possible, but in no case more than seven days after the identification. While this is a mandate, we want to keep open communication with parents and caregivers about their child and any concerns we have before a referral is made. We can assist the parent with the referral or partner with them in the referral process.

12. Managing the Conversation and Referral Process with Families • Strategies for Best Practice • Important Components to SuccessfulConversations • Supporting Parents in the Process

13. Strategies for Best Practice • Set a foundation of trust and respect • Prepare yourself for the conversation • Use written, non judgmental language in observations • Focus on the family and involve the family in the conversation • Ensure confidentiality • Provide kind and supportive follow-up as well as ongoing communication

14. Building a Foundation of Trust and Respect • Building successful partnerships benefits all children. • It is based on foundations of respect, trust, communication, confidentiality, and willing­ness on the part of caregivers and families to work collaboratively with one another. • The following practices are based on these foundations. Actions and attitudes should reflect these practices as families turn to caregivers for guidance and support.

15. Important Components to Successful Conversations with Families Prepare yourself for the conversation: • Make some objective notes about your concerns. Include specific examples. This means not giving opinions but concrete examples. • Request a time to talk with family; try not to raise issues at ‘drop off’ or ‘pick up’ time. • Consider cultural or language issues: communication, practices, philosophies, etc. as they relate to who to meet with and when.

16. Preparing yourself for the conversation… • Be prepared to assure parents that it is not about their own competencies. A child’s delay is not about parenting practices. • Prepare for an emotional reaction from parents. This is their child and fear may rise up in them as to what might be going on is their child’s development. • Know your community screening referral process. • Gather your thoughts and calm your nerves!

17. Conversation Starters • “Please tell me how you think everything is going here and how things are at home?” “Do you have any concerns?” • “Sarah has acclimated well to the routines here in child care such as sleeping well, and bonding with the staff. Do you see things as going well? Any concerns?”

18. Important Considerations: • Families and staff experience a range of emotions when they first suspect a child may have some delays or concerns. • Families come with a wide variety of experiences, so listen first. • Respect individual family member choices and coping styles. • Ensure that all family members have the opportunity to be involved in ways they choose from the beginning. • Respect each family’s privacy and confidentiality. The next step is expressing your concerns in the actual conference with the family. There are several ways to help make this go a bit smoother for all concerned.

19. Having the Conversation with Families Expressing Your Concerns: • Make the setting private and comfortable. • Assure the family as to confidentiality. • Involve the parents in the conversation; don’t talk at them, talk with them. • Use specific, nonjudgmental examples of your concerns. • Be human. Also, be aware of your body language. • Allow time for questions. • Listen. • Use a “Positive Sandwich” Never offer a diagnosis!

20. After the Conversation • Have screening and evaluation information ready. Know what screening and evaluation means. • Help the family take the next steps. • Demonstrate empathy and caring, and be ready for the parent’s defense mechanism (fear and grief) • Offer your support in the referral process. • Remember you are a primary referral source under federal IDEA Part C regulations and may have to do the referral if they parents choose not to.

21. How To Make a Referral in Minnesota: • Make an on-line referral at: http://www.mnparentsknow.info • Call 1-866-693-GROW (4769) • Call your local early intervention/ECSE office

22. http://www.parentsknow.state.mn.us/parentsknow/Newborn/HelpMeGrow_SpecialNeeds/index.htmlhttp://www.parentsknow.state.mn.us/parentsknow/Newborn/HelpMeGrow_SpecialNeeds/index.html • Once a referral is made to the local early intervention program, the family will be contacted to arrange for a screening or evaluation to determine if the child is eligible for infant and toddler intervention or preschool special education services. 

23. Parental Consent • Under IDEA Part C parents must give consent for: • Screening • Evaluation • Provision of services identified in special education service plans Produced by NICHCY, 2012

24. Resources • Center for Inclusive Child Care www.inclusivechildcare.org • Info Modules • Self Studies • Online resources (e.g. Children’s Development: What to Expect and When to Be Concerned, Parent Caregiver Partnerships)

25. MNParentsKnow.info“When Parents Know, Children Grow” • Birth through 12th grade • Parenting Topics A-Z (Hmong & Spanish) • Across the Net: Smart Searching • Everyday Parent to Parent • Video clips on child development, learning and health • Multiple languages and formats (print, video, audio, online) • Developmental Milestones • Information about early intervention/ECSE

26. Resources • CDC Act early is another great resource with free downloadable resources. http://www.cdc.gov/ncbddd/actearly/index.html • Components from this training are from NICHCY Training Material on IDEA’s 2004 Part C Curriculum modified for early Care and Education Provider audience. (www.nichcy.org/laws/idea/legacy/partc )

27. “One of the ways in which professional caregivers can be most helpful to parents of newborn or newly identified children is to encourage and support parents as parents. Such reinforcement does as much as anything else to build a parent’s self-confidence as a parent, as a decision maker, and as a partner in the care and nurturing of the child.” ~ J. Gallagher