early childhood education entrepreneurship expo (ece3) june 20, 2015 guadalupe pasillas, m.s

Early Childhood Education Entrepreneurship Expo (ECE3) June 20, 2015 Guadalupe Pasillas, M.S.

Seeing Children First Children with special needs are children first.

As child care providers you must remember Children with special needs are children first. They have the same needs as other children They need to be cared for in a place where they feel comfortable, loved and secure. They need opportunities to play and learn They need people who care about them and provide them with activities that will allow them to feel successful

Recognizing Each Childs Uniqueness Each child and each disability is unique. A child with visual impairments has different needs than a child with behavioral challenges A 2 year old child with a physical disability has different abilities and challenges than a 4 year old with the same disability. Some children have more than one disability and the severity of each disability varies as well. In some instances, child care providers need to make very few changes to accommodate children with special needs.

Benefits of Including Children with Special Needs in Child Care Everyone benefits when child care programs include children with special needs. Children with disabilities benefit greatly from being with other children and from receiving consistent care from a caring adult. Typically developing children benefit from having a classmate with a special need because they learn respect for a child whose abilities are different from theirs, as well as how to respond appropriately and offer help to the child.

What is the role of my program? Assessment Referral Advocacy Individualization Support Accommodations Collaboration Resources Transition Monitoring

Understanding the Law- Americans with Disabilities Act ( ADA) is a federal law, enacted in 1990. Guarantees that children with disabilities can not be excluded from public accommodations simply because of a disability. Public accommodations refers to private businesses and includes preschools, child care centers, school age child care programs, out-of-school time programs and family child care homes.

Basic requirements of the ADA for Child Care Centers- Child care providers may not discriminate against persons with disabilities. They must provide children and parents with disabilities with an equal opportunity to participate in their programs and services. Centers and providers cannot exclude children with disabilities from their programs unless their presence would pose a direct threat to the health or safety of others or require a fundamental alteration of their program.

Basic requirements of the ADA for Child Care Centers- Centers and providers must make reasonable modifications to their policies and practices to include children, parents, and guardians with disabilities in their programs unless doing so would be a fundamental alteration of their program. Centers and providers must provide appropriate auxiliary aids and services needed for effective communication with children or adults with disabilities, unless doing so would be an undue burden (significant difficulty or expense, relative to the childcare providers resources or the resources of the parent company.)

Basic requirements of the ADA for Child Care Centers- Centers and providers must make their facilities accessible to people with disabilities. In order to demonstrate reasonable efforts, childcare providers must attempt to access available resources outside of their programs. For example, resources to support the inclusion of a child with a disability may be provided by the Illinois Early Intervention System-Illinois Department of Health and Human Services, or by a local school district through its special education program.

How do I decide whether my center can meet the needs of a child with a disability? Child care providers must; make individualized assessments based on health information, IEP, IFSPs meet with the parents or guardians and other professionals who work with the child. Child care providers are not required to accept children who would pose a direct threat or whose presence or necessary care would fundamentally alter the nature of their program.

What are some reasons that are not acceptable for rejecting children with disabilities? Higher insurance rates are not a valid reason for excluding children with disabilities. If any extra cost is incurred, it should be treated as overhead and divided equally among all paying families. The need of a child with a disability for individualized attention is not a valid reason for excluding that child, unless the extent of the childs need for individualized attention would fundamentally alter the child care program or the cost of providing the individualized attention would be an undue burden on the program.

What are some reasons that are not acceptable for rejecting children with disabilities? The need for a child with a disability to bring a service animal, such as a seeing eye dog, to the center, is not a valid reason for excluding that child, even if the center has a no pets policy. Service animals are not pets. The need for a child with a disability to receive medication while at the childcare program is not a valid reason for excluding that child. The fact that a child has allergies, even severe, life- threatening allergies to bee stings or certain foods, is not a valid reason for excluding that child. cont.. next slide

What are some reasons that are not acceptable for rejecting children with disabilities? Childcare providers need to be prepared to take appropriate steps in the event of an allergic reaction, such as administering a medicine called epinephrine that will be provided in advance by the childs parents or guardians. Delayed speech or developmental delays are not valid reasons for rejecting children with disabilities. Under most circumstances, children with disabilities must be placed in age- appropriate classrooms.

What are some reasons that are not acceptable for rejecting children with disabilities? Mobility impairments are not valid reasons for rejecting children with disabilities. Some children with mobility impairments may need assistance in taking off and putting on leg or foot braces during the day. As long as doing so would not be so time-consuming that other children would have to be left unattended, or so complicated that it can only be done by licensed health care professionals, it would be a reasonable modification to provide such assistance. The need for toileting is not a valid reason for rejecting children with disabilities, even if the provider has a general rule about excluding children over a certain age unless they are toilet-trained. Under state regulations, the childcare provider must have an approved toileting area if toileting services are provided for any child, regardless of age.

What is a reasonable reason to not accept a child with disabilities? Children who pose a direct threat - a substantial risk of serious harm to the health and safety of others - do not have to be admitted into a program. This determination, however, must be based on an individualized assessment that considers the particular activity and the actual abilities and disabilities of the child. It should also be done after all attempts to support the child in the classroom have proved to be non-effective.

The Referral System- Children Birth to Five In order to ensure that all infants and toddlers with disabilities receive appropriate services, each State must have a system in place to identify, and evaluate children who may be eligible for early intervention services under Part C, or special education services under Part B of the IDEA. As part of fulfilling that obligation, states operate a child find system, which must include procedures for referring a child to early intervention or the local public school system.

Early Intervention is.. Authorized by law. Early intervention is available in every state and territory of the United States. The Individuals with Disabilities Education Act (IDEA) requires itPart C of IDEA.Individuals with Disabilities Education Act This is why you may hear early intervention referred to as Part C.

Overview of Early Intervention or Part C Services What is Early Intervention? Whos eligible? What is a developmental delay? What should you do if youre concerned about an infant or toddler ? The evaluations and assessment process? The IFSP? Sixteen Services Time Frames Transition Process

The Referral Process Note: Anyone may refer a child to Early Intervention Children who are diagnosed at birth with a specific condition or who experience significant prematurity, very low birth weight, illness, or surgery soon after being born are referred to E.I. from the hospital. Other children may develop more slowly than others, experience set backs, or develop in ways that seem very different from their peers. In these cases, a developmental pediatrician visit may lead to an early intervention referral. Or perhaps the referral comes from a childcare provider,, family member, or friend who notices that the child isnt meeting the normal baby milestones such as rolling over by a certain age, or sitting up, crawling, speaking, and so forth.

Referral System cont Under the Part C regulations, referrals need to be made as soon as possible, after the child is identified as possibly having a developmental delay or disabilities.

How do you identify children currently enrolled in your program? Screenings Health History Current health exam Observations Conference with parents Attainment of major milestones

Referral System cont Child and Family Connections Listing of Illinois Illinois Department of Human Services- Bureau of Early Intervention Early Intervention Revised 02/15 http://www.wiu.edu/ProviderConnections/links/CFCL ist.html http://www.wiu.edu/ProviderConnections/links/CFCL ist.html

http://www.wiu.edu/ProviderConnections/links/ CFCList.html Child & Family Connections Sun Gate Park 5422 W. Roosevelt Chicago, IL 60644 773 /830-5200 Fax: 773/830-5201 Toll Free #: 844/621-2911 *Cook County Chicago Central/ West including the following zip codes: 60601, 60612, 60616 60602, 60623, 60624 60603, 60632, 60644 60604, 60661 60605 60606 60607 60608

What happens after CFC has been contacted? Once a referral is done to Child & Family Connections they have 45 days from referral to completion of the IFSP, if the child is eligible. The following must be completed within this timeframe; initial evaluation of the child, initial assessments of the child and family, and writing the IFSP (if the child has been found eligible).

What Do Child Care Providers Need to Know about IFSPs? An Individualized Family Service Plan (IFSP) is a document intended to help families and professionals, within a community, support the special needs of a child under age 3. The IFSP focuses on providing supports and services to the family of a very young child with special needs in order to help that family enhance their child's growth and development.

IFSP- outlines the early intervention services that a child will receive & must include the following; Childs present physical, cognitive, communication, social/emotional, and adaptive development levels and needs Family information, including the resources, priorities, and concerns of you, as parents, and other family members closely involved with the child The major results or outcomes expected to be achieved for your child and family The specific services your child will be receiving.

Childs IFSP must include the following: Where in the natural environment (e.g., home, community) the services will be provided (if the services will not be provided in the natural environment, the IFSP must include a statement justifying why not) When and where your son or daughter will receive services The number of days or sessions he or she will receive each service and how long each session will last The name of the service coordinator overseeing the implementation of the IFSP The steps to be taken to support your childs transition out of early intervention and into another program when the time comes.

How to best support child & family? The best way to support children and meet their needs is to support and build upon the individual strengths of their family. So, the IFSP is a whole family plan with the parents as major contributors in its development. Child Care providers should meet with parents and administrators to discuss the IFSP and how accommodations could be made to support the implementation of the IFSP in the child care setting. In addition (with parent consent) there should be ongoing communication with EI providers, as many times the services are provided onsite at the child care center. Communication is key for everyone involved with the child.

Special Education Services Are described under Part B Services of the Individuals with Disabilities Education Act -IDEA, Focused on the educational needs of the child. Provides special education and related services for students with disabilities, 321 years old, Helps them to develop the skills necessary for successful school performance in kindergarten and other grades. Provides a free and appropriate public education (FAPE)

Overview of Part B Services through local Public School System Screening and Referral (documents, screenings, observations) Determination of Eligibility Evaluation Date IEP (If found eligible) School Placement Transportation Services Process is a little different of you receive funding though Dept. of Family & Support Services Head Start

IEP-Individual Education Plan Plans developed to guide the education of a child with special needs between ages 3 and 21 in the early childhood or school setting. What an IEP Includes Present levels of academic and functional performance Annual goals Measurements of progress and how progress will be shared What special education and related services will be provided how often they will be provided (frequency) how long they will be provided (duration) where they will be provided (location) who will provide the services How the child will access the general education curriculum. (See handbook for more information)

IEP Timelines to Remember The IEP meeting must occur within 60 school days from the date of the referral. The IEP must be reviewed at least once a year; however, an IEP meeting can be convened at any time to discuss changes or revisions. Parents must be informed of their childs progress on IEP goals at least as often as parents of nondisabled children.

For more information http://www.isbe.net/spec-ed/pdfs/parent_guide_english_pf.pdf Educational Rights and Responsibilities: Understanding Special Education in Illinois Illinois State Board of Education Special Education and Support Services

How could child care providers support children with IEPs? Teachers, Directors, Disability Coordinators or Education Coordinators should meet with parents to review IEP and discuss ways to support the child in the classroom. Make appropriate accommodations Obtain appropriate resources If necessary, seek the support of a para-professional or a teachers aide. Provider teachers/child care providers with support and training

How could child care providers support children with IEPs? Monitor that services are being provided at the local public school. Check in regularly with parent When possible seek update reports from special education teacher or therapist at the child s school. Seek additional resources, for example; Mental Health consultant RCAAD-Resource Center for Autism and Developmental Delays 10 South Kedzie, Room 202 Chicago, IL 60612 p: 312.746.5447 f: 312.743.0391

Supporting Parents- Common Reactions- Denial Anger Grief Loss Fear Guilt Confusion Powerlessness Disappointment Rejection

Supporting Parents Acknowledge, validate their feelings Referring family to Service Coordinator Help them seek the assistance of another parent (support groups) Encourage them to talk with family, spouse, significant others Encourage them to learn the terminology related to disability Encourage parents to seek information Support parents through the referral process Advocate on behalf of children and families

Resources Illinois Early Learning Project Where Can Parents Find Help for Young Children with Special Needs? ( Recursos en Espanol) http://illinoisearlylearning.org/faqs/special-needs.htm Illinois Early Intervention Training System http://www.illinoiseitraining.org/page.aspx?item=93 Illinois Early Learning Guidelines: For Children Birth to Age Three (Disponible en Espanol) - Guidelines offers early childhood professionals a cohesive analysis of childrens development with common expectations and common language, provides suggestions and ideas on how to create early experiences that benefit all childrens learning and development. http://illinoisearlylearning.org/guidelines/index.htm

Resources Hands on Activities Databse http://farpoint.fcs.uga.edu/moodle/LADB/ AblePlay http://www.ableplay.org/ Child Care resources. The USA.gov website can connect you with the Child Care Finder, child care licensure regulations (by state), the locator for Head Start programs, tips on childproofing your home, and tips on choosing child care for your baby or young child. http://www.usa.gov/Topics/Parents-Care.shtml http://www.usa.gov/Topics/Parents-Care.shtml

Resources cont Child Care Aware. http://www.childcareaware.org/ http://www.childcareaware.org/ Healthy Kids, Healthy Care. This website was developed by the National Resource Center for Health in Child Care and Early Education. http://healthykids.us/ http://healthykids.us/ National Resource Center for Health and Safety in Child Care and Early Education. This organization addresses the issues of safety and health in child care and early education settings. They also provide licensure regulations from 50 states and DC. Lots of info in Spanish, too! http://nrckids.org/ http://nrckids.org/

Early Childhood Development An Office of the Administration for Children & Families Birth to 5: Watch Me Thrive! resources include: A list of research-based developmental screening tools appropriate for use across a wide range of settings; Guides on how to use the screeners for a variety of audiences, from early learning teachers to doctors, social workers, and families; Toolkits with resources and tip sheets; Guidance on finding help at the local level; and A screening passport that allows families to track a childs screening history and results. http://www.acf.hhs.gov/programs/ecd/child-health- development/watch-me-thrive http://www.acf.hhs.gov/programs/ecd/child-health- development/watch-me-thrive

Resources Office of Child Care. The Office of Child Care, a program of the Administration for Families and Children, supports low-income working families through child care financial assistance and promotes childrens learning by improving the quality of early care and education and afterschool programs. http://www.acf.hhs.gov/programs/ccb/ http://www.acf.hhs.gov/programs/ccb/ Illinois Action for Children-Provider Resources http://www.actforchildren.org/site/PageServer?pagen ame=Provider_Services http://www.actforchildren.org/site/PageServer?pagen ame=Provider_Services

Resources Child Care Law Center. Want a quick reference to the ADA for child care providers? Want to know when a child care program is required under the ADA to admit a child with a disability? Visit the Child Care Law Center and find handy information. http://www.childcarelaw.org/ http://www.childcarelaw.org/

Resources Child Care Providers Watch Me! Celebrating Milestones and Sharing Concerns provides tools and best practices to help you work with families to monitor the development of every child in your care, share your concerns with families in a positive way, and help families get connected to services and support that can make a real difference. The 1-hour training is FREE, available online, and is approved for continuing education credit. Take the training today and help make a difference in the lives of all the children in your care! Watch Me! Celebrating Milestones and Sharing Concerns Website is -Centers for Disease Control and Prevention

Resources Parents Think you can spot a developmental milestone? Take the milestones quiz on this page to find out! Developmental milestones are skills that mark a childs development; things most children can do by a certain age. Milestones like babbling, finding hidden objects, and playing alongside or with other kids provide clues about your childs developmental health. So, look for your childs milestones regularly, celebrate them, and record them to share with your childs pediatrician using free resources for parents from CDCs Learn the Signs. Act Early. program.Take the milestones quiz on this pagefree resources for parents Great resource for parents and staff. Videos and self quiz available.

early childhood education entrepreneurship expo (ece3) june 20, 2015 guadalupe pasillas, m.s

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child care centers centers

family child care homes

school age child care

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