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Activity

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Lunch Time Activity Discuss at your table: How is information about your district Special Education Services provided to parents? Does your district have clear policies and procedures to inform parents of Special Education Processes? Are your district policies and procedures presented to parent in a brochure, verbally, school website, other? How can you look at your processes differently to be more parent friendly.

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Report Out

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Part 3 Child Evaluation and Assessment

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Evaluation and Eligibility Transitioning Part C to Part B

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Gather the Parents Concerns

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Functional, Functional, Functional

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Activity

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Part 3 IEP Development

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AEPS Battelle Developmental Inventory Bayley-III Scale of Infant Toddler Development Brigance Inventory of Early Development Carolina Curriculum for Preschoolers with Special Needs Creative curriculum GOLD DAYC Developmental Assessment for Young Children Hawaii Early Learning Profile (HELP) for Preschoolers High Scope Preschool Child Observation Record Once Scale Work Sampling System

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Setting the Stage

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Goal of Preschool Special Education The overarching goal of preschool special education is to enable young children to be active and successful participants in home, school and community settings resulting in positive outcomes for children and their families.

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Key Principles Underlying the IEP Process: Supporting Family Participation, Inclusive Practices and Positive Outcomes for Preschool Children with Disabilities

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Principle 1 Preschoolers learn best through meaningful everyday experiences and interactions within developmentally, linguistically and culturally appropriate routines, play and activities in inclusive settings.

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Principle 2 All families, with appropriate supports and resources, promote their childrens learning and development.

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Principle 3 The primary role of preschool special educators and related service providers is to provide and support high quality services in collaboration with families, teachers and caregivers to promote positive outcomes for children and families.

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Principle 4 Throughout the preschool special education process, the childs individual strengths and needs, along with the familys culture, priorities, and preferences, are respected and reflected.

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Principle 5 IEP goals based on multiple sources of information, including family concerns and authentic assessment, support and promote access to and participation in the preschool curriculum.

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Principle 6 Professionals build partnerships with families and support them as the primary decision makers for their children.

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Principle 7 Preschool learning experiences are developmentally appropriate, and based on recommended practices.

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Activity

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http://community.fpg.unc.edu/connect- modules/resources/videos/video-2-4 Importance of having the child visit the preschool program

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Service Delivery

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Indicator 6 Sec. 300.114 LRE requirements. (2) (2) Each public agency must ensure that-- (i) (i) To the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are nondisabled; and (ii) (ii) Special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.

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What is Inclusion? Inclusion is the practice of educating all students together students with disabilities regardless of their abilities or readiness. FloridaInclusionNetwork.com

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So What is LRE in a State that does not provide any funds for programs who are 3-5 years of age?

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Students on IEPs Typically Developing Peers

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Activity

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Contact Information: Shannon Dunstan Early Childhood & Interagency Coordinator Idaho State Department of Education Division of Student Achievement and School Improvement Division of Special Education (208) 332-6908 sdunstan@sde.idaho.gov