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Handbook onDeveloping andImplementing

Early ChildhoodSpecial Education

Programs andServices

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Publishing InformationThe Handbook on Developing and Implementing Early Childhood Special EducationPrograms and Services was developed by the Special Education Division, CaliforniaDepartment of Education. It was edited by Ed O’Malley and Allison Smith, working incooperation with Donna Sullivan, Program Specialist, SEEDS Project, SacramentoCounty Office of Education. It was prepared for printing by the staff of CDE Press: thecover and interior design were created and prepared by Juan Sanchez; typesetting wasdone by Jeannette Huff. It was published by the Department, 721 Capitol Mall,Sacramento, California (mailing address: P.O. Box 944272, Sacramento, CA 94244-2720). It was distributed under the provisions of the Library Distribution Act andGovernment Code Section 11096.

© 2001 by the California Department of EducationAll rights reserved

ISBN 0-8011-1517-5

Special AcknowledgmentsThe Special Education Division extends its appreciation to Jan Kearns, Early ChildhoodServices, Shasta County Office of Education, principal author; to Ellen Broms, SpecialEducation Consultant and coordinator of the series of handbooks on special education inwhich this publication is included; to field reviewers and contributors Donna Sullivan,Program Specialist, SEEDS Project, Sacramento County Office of Education, and AnneKuschner, Co-Director, CONNECTIONS Project, and Project Director, Early ChildhoodContent and Performance Standards Project, California Institute on Human Services,Sonoma State University; to field reviewers Dillon Henry, Infant/Preschool Consultant,Special Education Services, Orange County Department of Education, and JoanneKnapp-Philo, Special Quest Director, California Institute on Human Services, SonomaState University; to reviewer and contributor Janine Swanson, Special EducationConsultant, California Department of Education; and to contributors Jackie Popp,Associate Executive Director, United Cerebral Palsy Association of Orange County,Angela McGuire, Project Associate, WestEd/CEITAN, and Patricia Salcedo, ProgramSpecialist, SEEDS Project, Sacramento County Office of Education.

Ordering InformationCopies of this publication are available for $13.50 each, plus shipping and handlingcharges. California residents are charged sales tax. Orders may be sent to the CaliforniaDepartment of Education, CDE Press, Sales Office, P.O. Box 271, Sacramento, CA95812-0271; FAX (916) 323-0823. See page 72 for complete information on payment,including credit card purchases, and an order blank. Prices on all publications are subjectto change.

A partial list of other educational resources available from the Department appears onpage 71. In addition, an illustrated Educational Resources Catalog describingpublications, videos, and other instructional media available from the Department can beobtained without charge by writing to the address given above or by calling the SalesOffice at (916) 445-1260.

Art and Photo CreditsThe California Department of Education gratefully acknowledges Michael Salcedo of theSEEDS Project for the use of the photos in this document. Thanks also go to AngelaMcGuire, who designed the illustrations that appear on the cover and throughout thispublication.

NoticeThe guidance in Handbook on Developing and Implementing Early Childhood SpecialEducation Programs and Services is not binding on local educational agencies or otherentities. Except for the statutes, regulations, and court decisions that are referencedherein, the document is exemplary, and compliance with it is not mandatory. (SeeEducation Code Section 33308.5.)

Prepared for publicationby CSEA members.

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Contents

A Message from the State Superintendent of Public Instruction .................................... v

Preface .......................................................................................................................... vii

Introduction .................................................................................................................... 1

Part 1: Programs and Services for Infants ...................................................................... 3Options for Programs and Services ............................................................................ 6The Curriculum for Very Young Children ................................................................ 14Learning Environments ............................................................................................ 17Transportation Services for Infants and Their Parents, Guardians,

or Caregivers......................................................................................................... 21Family Involvement in Early Intervention ............................................................... 22Respite Services ........................................................................................................ 24

Part 2: Programs and Services for Preschool Children................................................. 29Program Design ........................................................................................................ 30Effects on Families and the Community .................................................................. 31Staff Training and Support ....................................................................................... 32Models of Service Delivery for Preschool Children ................................................ 33Home-Based Services ............................................................................................... 37Frequency and Intensity of Services for Preschool Children ................................... 37Importance of the Preschool Curriculum.................................................................. 38Transportation Services for Preschool Children ....................................................... 41Family Involvement in the Preschool Years ............................................................. 41

Part 3: Other Services and Support............................................................................... 44Regional Centers ...................................................................................................... 44California Children Services .................................................................................... 45Public Health Services .............................................................................................. 45Mental Health Services ............................................................................................. 46Head Start Programs ................................................................................................. 46Child Development Programs .................................................................................. 47California Child Care Resource and Referral Network ............................................ 48Other Preschool Options ........................................................................................... 48Family Child Care Homes ........................................................................................ 49

Conclusion .................................................................................................................... 50

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AppendixesA. Pertinent Legal Citations ..................................................................................... 52B. Resources for Technical Assistance ..................................................................... 58C. Examples of Community-Based Environments .................................................. 62

Glossary ........................................................................................................................ 65

Selected References ...................................................................................................... 68

List of Tables1-1 Services Provided to Infants and Toddlers, Birth to Three Years of Age ............... 71-2 Family Involvement Activities ............................................................................. 231-3 Suggested Models for LEAs to Provide Respite .................................................. 252-1 Ideas for Parent Involvement Activities in Preschool .......................................... 42

List of FiguresC-1 Community Setting 1 ............................................................................................ 63C-2 Community Setting 2 ............................................................................................ 64

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We now know that the firstyears of a child’s life arecrucial in determining that

child’s future success in schooland beyond. The importance ofthese years is particularly truefor children with special needs.

This Handbook on Developing andImplementing Early Childhood SpecialEducation Programs and Services hasbeen designed to help educators build aseamless, integrated, comprehensive earlychildhood development system in specialeducation.

This handbook is one in a series ofresources on how to provide the bestpossible programs and services for youngchildren with special needs. We haveworked closely with local school districtsand county offices of education to deter-mine what information will be mostuseful for developing and maintainingquality early intervention programs.

A Message from the StateSuperintendent of Public Instruction

We recognize that local programsand services have changed substantiallyas a result of changes in federal law,particularly the Individuals with Disabili-ties Education Act. All across California,families, agencies, and children’s advo-cates are altering the way in which ser-vices are provided to children with specialneeds.

The emphasis is now on naturalenvironments, such as the home and daycare center, which has made a differencein how local educational agencies meetthe needs of young children with disabili-ties. Services have become more familyfocused, with the emphasis on the familyas the child’s first and most importantteacher.

I hope you find this informationuseful, and I thank you for your efforts onbehalf of our youngest, most specialchildren.

DELAINE EASTIN

State Superintendent of Public Instruction

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Preface

The early years are the foundationfor a child’s healthy develop-

ment and readiness forlifelong learning. For youngchildren with disabilities,development and learning in

the early years depend on thequality of early intervention services. Thishandbook provides information on thedesign and maintenance of quality pro-grams, their statutory and regulatoryrequirements, and the resources availableto local educational agencies to supportthose programs.

Background

Infant, toddler, and preschool specialeducation programs and services havechanged substantially in recent years. Theimplementation of Senate Bill 1085 in1993 established the Early Start inter-agency program under the CaliforniaDepartment of Education, in collaborationwith the California Department of Devel-opmental Services (DDS), the lead agencyto administer and to implement EarlyStart. This program provides early inter-vention services that are individuallydesigned for infants and toddlers frombirth through two years of age and theirfamilies. Funding is provided under Part C

of the Individuals with Disabilities Educa-tion Act (United States Code, Title 20,Section 1471 et seq.) to develop innova-tive ways of providing family-focused,coordinated services that are built onexisting systems.

Preschool special education pro-grams received a boost from the federalgovernment with increased funds andexpansion of eligibility categories forchildren with disabilities between the agesof three and five years under Title II ofthe Education of the Handicapped ActAmendments of 1986, Public Law 99-457(United States Code, Title 20, sections1411, 1412, 1413, and 1419). And Cali-fornia state law, Chapter 311 (AssemblyBill 2666, Hannigan, Statutes of 1987),established program standards for allpreschoolers with exceptional needs inCalifornia.

Principles of Early ChildhoodSpecial Education ServiceDelivery

The handbooks in the Early ChildhoodSpecial Education Series are based on thefollowing principles:

• Early childhood special educationprograms must be child centered.

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HENRY DER

Deputy SuperintendentEducation Equity, Access, and Support Branch

ALICE D. PARKER

Assistant Superintendent of Public InstructionDirector, Special Education Division

• The programs should be family fo-cused.

• The programs should be culturallysensitive.

• Collaborative interagency coordinationis the most efficient and effective wayto provide services to families.

• The programs should providemultidisciplinary or transdisciplinaryapproaches to assessment of childrenand delivery of services.

• The programs should provide opportu-nities for staff development.

• Program evaluation is a necessarycomponent of special education pro-grams and services.

Purpose of the Handbook

With this publication the Special Educa-tion Division, California Department ofEducation, is providing staff in the field

with a resource that presents ideas, con-cepts, and quality criteria for best prac-tices for early childhood special educationprograms. New federal and state statutesand changes in regulations and fundingmechanisms have affected the provisionof services for young children withdisabilities.

Each handbook in the Early Child-hood Special Education series describescore concepts and preferred practicesbased on an in-depth review of currentliterature, statutes, and regulations. Thehandbooks are available on theDepartment’s Web site <http://www.cde.ca.gov>.

We thank the parents and educatorswho contributed the ideas in this hand-book to make it a valuable resource foradministrators, teachers, and familymembers.

Introduction

Early childhood special educationis burgeoning in California and

across the nation. Serviceshave increased with thepassage of legislation provid-ing early intervention and

preschool programs for young childrenwith disabilities. Providing high-qualityprograms for such children is one of thegoals of the California Department ofEducation’s Special Education Division,which has developed this handbook. Thepurpose of the handbook is to assistadministrators and practitioners in thedevelopment and implementation ofexemplary services and programs forchildren with disabilities from birththrough five years of age.

High-quality programs reflect beliefsabout how children learn, what theyshould learn, and the crucial role thatfamily involvement plays in their educa-tion. Establishing and implementingprograms for young children involveplanning carefully, incorporating qualitypractices, ensuring that personnel arequalified and competent, and evaluatingthe programs continuously. The resultmust meet the needs of children, families,and communities as well as the intent ofboth state and federal laws and regula-tions.

Meeting the needs of diversechildren is what quality earlyeducation has always beenabout. Accepting and . . .celebrating and cherishingchildren’s differences is thefoundation of our work.

—Whit Hayslip and LisbethVincent, “Opening Doors toActivities That Include ALLChildren,” Child Care InformationExchange

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The future belongs to those whobelieve in the beauty of their dreams.

—Eleanor Roosevelt

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Another characteristic of high-qualityprograms is that they are developmentallyand individually appropriate. Curriculumand services are designed and implementedaccording to the needs of each child in theprogram. Consequently, the curriculum orthe environment often needs to be modifiedto accommodate the unique needs of thesechildren. For example, children withcertain kinds of sensory disabilities mayrequire a sequence or mode of learning thatdiffers from that offered to others.

Culturally responsive programsshould reflect the culture and the linguisticcharacteristics of the community. In suchprograms written materials should be madeavailable in each family’s primary lan-guage. In California a great number oflanguages other than English are spoken;for example, Chinese, Vietnamese, Korean,Russian, Farsi, and Japanese. The materialsshould not be limited to formal officialnotices required by the law but shouldinclude such items as daily announce-ments, flyers, and newsletters. Instructionalstaff members often speak the language ofthe families who are a part of the program.For families whose primary language isSpanish, staff members who speak Spanishshould be available, and written noticesshould be translated into Spanish. Forfamilies that use braille as a primary meansof reading, notices should be written inbraille.

Interpreters and translators shouldalso be well versed in written and orallanguage and in the social customs of thefamilies in their community. Staff memberswho need interpreters to communicate withfamilies should be trained to use thoseinterpreters, and the unique role and skill

of the interpreters should be understoodand respected. Further, in communicatingwith families and children, staff membersshould understand and appreciate culturaldiversity in their interactions and expecta-tions.

The culture of children and families isreadily apparent in programs in which theculture is woven into all activities andlearning areas. Families share their culturalbackgrounds as a part of the instructionalprogram with toys, books, photos, andother materials that reflect the heritage anddiversity of the class and the community.However, “cultural experiences are notlimited to the artifacts or products ofculture. . . . These products are what can beseen easily but they are not the cultureitself, which is that set of underlying rulesof custom or habit that yield or shape thevisible products.”1 In fact “cultural compe-tence is reflected by a self awareness ofpersonal culture, values, beliefs, andbehaviors; the knowledge of and respectfor different cultures; and skills in interact-ing and responding to individuals fromother cultures.”2

Creating and maintaining culturallyresponsive programs require ongoingtraining. One resource, Project CRAFT, is atraining program designed to assist staffmembers who are working with youngchildren with disabilities and their familiesto develop skills in cultural competence.3

In California each community hasunique characteristics that define howservices are provided. There is no singleright way to develop programs and ser-vices. Rather, there are integral parts thatmust be included and many roads to takebefore the destination is reached.

1Developmentally Appropriate Practice in Early Childhood Programs (Revised edition). Edited by SueBredekamp and Carol Copple. Washington, D.C.: National Association for the Education of Young Children, 1997,pp. 41–42.

2Early Childhood Special Education Work Group of the California Early Intervention Personnel AdvisoryCommittee, Early Childhood Special Education Competencies, 1994, p. 22.

3Deborah Chen, Linda Brekken, and Sam Chan, Project CRAFT: Culturally Responsive and Family FocusedTraining. Baltimore: Paul H. Brookes Publishing Co., 1997.

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Part 1 of this publication focuseson the coordination of specialeducation programs and services

for infants and the critical role ofthe service coordinator in provid-ing support and helping families

obtain needed assistance as required byPart C of the Individuals with DisabilitiesEducation Act (IDEA, 1997).

Effective coordination is essential inproviding services for children from birthto three years of age. The service coordi-nator for the local educational agency(LEA) should be trained and experiencedin planning and providing service coordi-nation and early childhood service deliv-ery, working with families in a respectfulrelationship, and coordinating the assess-ment process.

Because the family is the focal pointof the service coordination process,parents should be asked to work with theservice coordinator to determine a level ofinvolvement by the coordinator that ismutually satisfactory. The Early Startprogram in California has very clearexpectations regarding the servicecoordinator’s role in helping families gainaccess to child and family services.Assigned by the regional center or localeducational agency to a family at the

Part 1Programs and Services for Infants

Mankind owes to the child the best ithas to give.

—United Nations Convention on theRights of the Child, 1989

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beginning of the process, the servicecoordinator helps the family navigate thesystem.

The key to successful planning lieswith the role that families play in formu-lating and implementing the individual-ized family service plan (IFSP). Parentsmust determine the extent and degree oftheir participation, and the service coordi-nator must maintain frequent contact withthe infant, the family, and other keypersons. The service coordinator, whomay also be a service provider, is respon-sible for IFSP coordination. He or shemust help families gain access to re-sources and support that strengthen thefunctioning of the families.

The components of service coordina-tion and related activities found in theEducation Code, the California Code ofRegulations, and the Code of FederalRegulations include requirements for theprogram staff to:

• Begin to work with the family at thetime of referral. Service coordinationstarts when the infant and family arereferred for services. A service coordi-nator is responsible for coordinatingthe assessment process and ensuringthat the IFSP occurs within the manda-tory 45-day time limit.

• Facilitate timely evaluation and appro-priate assessment, assist the IFSP teamin determining eligibility and the needfor early intervention services. Aprimary task of the service coordinatoris to work with the family in assessingthe infant and to facilitate the identifi-cation of the family’s concerns, priori-ties, and resources. In addition tofollowing specific diagnostic protocols,the assessment process includes but isnot limited to interviewing the familyand reviewing information contained inthe infant’s medical records, includinginformation on the assessment of theinfant’s vision and hearing.

• Be concerned about the legal timeconstraints for completing evaluationsand assessments and preparing for IFSPmeetings.

• Have knowledge of the child’s disabil-ity and expertise related to it.

• Arrange for the IFSP meeting andensure that a written notice is sent tothe family in the language of theparent’s choice.

• Assist the family in obtaining neededfamily and child services.

• Ensure that the IFSP documents thespecific outcomes and the selection ofactivities and services needed toachieve them. When planning earlyintervention services and documentingthem on the IFSP form, the servicecoordinator must be flexible; reflect theconcerns, priorities, and resources ofthe family; communicate effectivelywith parents; and deal with issuescollaboratively.

• Identify priorities, explore serviceoptions, and provide access to appropri-ate services. For example, the servicecoordinator may help the family securefinancial or service assistance throughSupplemental Security Income, Medi-Cal, Adoption Assistance Services, orthe Victim Witness program. Theservice coordinator may be instrumen-tal in securing needed services forindividuals or in identifying and docu-menting service gaps in the system.

• Ensure that the delivery of services istimely and that the IFSP is imple-mented.

• Participate as a legal member of theIFSP team.

• Be aware of service and funding re-sources. Resource development in-cludes the referral, transfer, or otherconnection of the child and family toappropriate public services, such asCalifornia Children Services (CCS) and

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Healthy Families. Service coordinatorsneed to develop a thorough workingknowledge of public- and private-sectorresources available to the child andfamily. Service coordination requiresdoing whatever is necessary to help thefamily gain access to needed services.

• Monitor the child’s progress in meetingoutcomes on the IFSP. The objectivesof monitoring are to ensure that thechildren and their families receive theservices that are identified on the IFSP,that the services being provided areappropriate and timely and are adminis-tered by appropriately credentialedpersonnel, and that progress is docu-mented. The service coordinator must,therefore, maintain ongoing face-to-face contact with the family and theservice provider.

• Assist the family when additionalreviews of the IFSP are being re-quested.

• Provide written notice in advance ofmeetings to the parent and staff mem-bers involved with the family.

• Be familiar with mediation, due pro-cess, and complaint procedures andhelp families file as requested.

• Provide parents written notice of allprocedural safeguards and of the rightto file a complaint or request for media-tion or a due process hearing.

• Plan and implement the transition topreschool in a timely manner.

• Provide support to the family and besensitive to the family’s needs andsituations.

• Ensure that families are fully informedof all options and reasons for usingspecific services.

• Coordinate with the family resourcecenter or network.

• Encourage families to use parent-to-parent support.

• Promote the integration of families andchildren into the community.

• Evaluate family satisfaction regularly.The service coordinator is assisted

by a multidisciplinary or transdisciplinaryteam; that is, a group of professionals andfamily members who work together toassess, plan, and provide early educationservices to an infant and his or her family.Members of the team, including theparents, share responsibility for theevaluation, assessment, and implementa-tion of an educational program. In cross-training, an integral component of thetransdisciplinary approach, each teammember integrates the perspectives andtechniques of other disciplines into his orher area of expertise.

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Options for Programs and Services

Programs for children from birth tothree years of age shouldinclude support and instruc-tion within natural environ-

ments, disability-specific instruction, andinclusion in community play groups andpreschools, child care centers, or familychild care homes. Those service optionsmust be provided by LEAs to meet indi-vidual needs (see Table 1-1).

Federal law requires that services beprovided in the natural environment,including the home and communitysettings in which children without dis-abilities participate unless justificationexists to the contrary. Therefore, a childreceiving services in a natural environ-ment, such as child care, may be giveninstruction in speech and language,specialized instruction, or occupationaltherapy in a child care setting by a profes-sional supplied by the Early Start pro-gram. Note: The staff members in thechild care setting are not responsible forproviding Early Start services.

Family-Centered Services

People who plan and imple-ment programs must recog-nize that families arecentral to the growth and

development of the child.All program planners should

incorporate comments from the familiesserved, recognizing their cultural andcommunity values. The family and thechild are the centerpiece around whichservice coordination and direct servicerevolve and on which the child and familyoutcomes depend. (More detailed infor-

mation can be found in the Handbook onFamily Involvement in Early ChildhoodSpecial Education Programs.)4

Staffing Patterns

Staffing patterns vary acrossLEAs according to the numberand needs of children andfamilies served. In some pro-grams a team of professionals

is assigned on a part-time or full-timebasis to provide services for infants andtoddlers from birth to three years of age.In rural programs in which only a smallnumber of children are enrolled, profes-sionals whose primary responsibility is toprovide services to children older thanthree years of age may also provide infantservices. Included among the profession-als may be teachers of children with low-incidence disabilities (e.g., teachers ofchildren who are visually impaired,hearing-impaired, or orthopedicallydisabled). Regional centers often contractwith an LEA for direct services andprovide service coordination for childrenand families.

Regardless of the size of the earlyintervention program, assigned staffmembers need information, training, andsupport in typical and atypical develop-ment to meet the unique needs of childrenin this age group. A national shortageexists of professionals trained to workwith infants and toddlers from birth tothree years of age, and the need for suchtraining is widely recognized. Requiredpersonnel competencies have been pub-lished by the California Commission onTeacher Credentialing and recommendedby the California Interagency Coordinat-ing Council.5

4Handbook on Family Involvement in Early Childhood Special Education Programs. Sacramento: CaliforniaDepartment of Education, 1999.

5Standards of Quality and Effectiveness for Education Specialist Credential Programs (Including UniversityInternship Options) and Clinical Rehabilitative Services Credential Programs. Sacramento: California Commissionon Teacher Credentialing, 1996; Recommended Personnel Competencies and Program Best Practices: Recommen-dations of the California Interagency Coordinating Council on Early Intervention Services. Sacramento: CaliforniaDepartment of Developmental Services, 1994.

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Table 1-1. Services Provided to Infants and ToddlersBirth to Three Years of Age

Related services, IDEA Part B, provided by local educational agencies within the “fundedcapacity” designation of Part C (34 CFR § 300.13; EC § 56426.3 as it read on April 1, 1986)along with specialized instruction

AudiologyCounseling servicesEarly identificationMedical services (for

diagnosis or evaluation)

Early intervention services, IDEA Part C, provided by local educational agencies toinfants and toddlers who have solely low-incidence disabilities (34 CFR § 303.12)

Assistive technologyAudiologyFamily training, counseling,

and home visitsHealth servicesMedical services only for

diagnosis or evaluation

Occupational therapy consul-tation

Parent counseling andtraining

Physical therapy consultationPsychological services

Nursing servicesNutrition servicesOccupational therapyOther family supportPhysical therapyPsychological servicesRespite care

Social work services inschools

Speech pathologyTransportation

Service coordinationSocial work servicesSpecial instructionSpeech-language pathologyTransportationVision services

Services and supports under the Lanterman Act (Welfare and Institutions Code 4512[b]),provided to infants and toddlers by regional centers in addition to the early interventionservices in accord with 34 CFR § 303.12 noted above

Adaptive equipment andsupplies

Advocacy assistanceAssessmentAssistance in locating

a homeBehavior training and

behavior modificationprograms

CampingChild careCommunity integration

serviceCommunity supportCounseling of persons and

their familiesDaily living skills trainingDay careDiagnosisDomiciliary care

EducationEmergency and crisis

interventionEvaluationFacilitating circles of supportFollow-along servicesHabilitationHomemaker servicesInfant stimulation programsInformation and referral

servicesMental health servicesOccupational therapyPaid neighborsPaid roommatesPersonal carePhysical therapyProtective and other social

and sociolegal servicesRecreation

RespiteShort-term out-of-home careSocial skills trainingSpecial living arrangementsSpecialized medical and

dental careSpeech therapySupported and sheltered

employmentSupported living

arrangementsTechnical and financial

assistanceTrainingTraining for parentsTransportation servicesTravel trainingTreatmentVouchers

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Models of Service Delivery for ChildrenUp to Three Years of Age

Services to children from birthto three years of age and theirfamilies may be provided in avariety of settings and service

models. All services should be listed oneach child’s IFSP and coordinated by thedesignated service coordinator. Depend-ing on the size and scope of servicesprovided by the LEA, group services thatinclude participation from many disci-plines may be provided for several chil-dren. At times the LEA may provide asingle type of direct service, such asspecialized instruction. Contracts can beused to provide other services as required.

Some LEAs serve one or two chil-dren with solely low-incidence disabilitieseach year. The specialized staff memberswho provide services to those childrenand their families may also work witholder children. Some LEAs may servechildren with a wide range of disabilitiesand work closely with other agencies andservice providers, such as a regionalcenter or California Children Services.Such collaboration helps provide a con-tinuum of services. Increasingly, LEAs

Services should be delivered asmuch as possible within a multidisciplin-ary or transdisciplinary system. Profes-sionals should have opportunities to worktogether as they provide early interventionservices because such communication is acritical component in ensuring qualityservices. Although providing those oppor-tunities can be a challenging task whenthe program is very small, difficulties canbe overcome. Methods can be developedto increase coordinated services whenadministrative support and a commitmentto quality are present. One option is toassign a single staff member to consultwith the other professionals about provid-ing the instruction needed to meet alldevelopmental needs. That person be-comes the primary contact with the childand the family and works with them toaddress identified outcomes on the IFSP.Sharing instructional strategies andspecialized materials with the primaryhome visitor can minimize stress on theinfant and the family. Designated instruc-tional services that may be requiredshould be coordinated through the as-signed staff member so that the plan forthe infant and the family is seamless.

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Natural Environments

The Individuals with Disabili-ties Education Act of 1997

mandates that earlyintervention servicesoccur within a variety of

places. Natural environ-ments are defined as locations wherechildren of the same age who do not havedisabilities participate. For infants naturalenvironments are based on a relationshipwith parents or caregivers that occurs in avariety of places. Examples of naturalenvironments where the relationshipsoccur include the following:

• Home• Public and private child care• Restaurant• Child development program• Play groups• Community-sponsored activities• Parks and recreation centers, library• Adult education and parent participa-

tion program• Gymnastic-type classes• Teen parenting program• Early Head Start program• Parent cooperatives

Many programs experience difficultyin finding opportunities for infants andtoddlers to participate in natural environ-ments in community settings. However,the Sacramento County Office of Educa-tion Infant Development Program, forexample, has been able to develop inclu-sive opportunities in various areas of thecounty. Through advertisements in localnewspapers, the infant program staffmembers, in partnership with personnel ina parks and recreation program, invitechildren with and without disabilities andtheir families to participate. In exploringinclusive options the county office has

are working with Early Head Start andHealthy Families America Home Visitingprograms to ensure that a broad array offamily services are made available innatural environments.

All early intervention programs havecommon characteristics. Services must bebased on supporting the parent-childrelationship and promoting the healthygrowth and development of each child. Asfirst teachers, parents must be providedthe information needed to foster theirchildren’s growth and development. Theyneed opportunities to interact with otherswho share common concerns. All earlyintervention must be made available at nocharge to children and their familiesthrough the LEA of residence or a re-gional center, other LEAs or specialeducation local plan areas (SELPAs),other community agencies (e.g., EasterSeals, California Children Services), orpartners (Early Head Start) or contractedservices.

The Sonoma County Office of Educa-tion serves a small number of infantsand toddlers with solely low-inci-dence disabilities. It contracts withthe local Easter Seals program toserve children with orthopedic im-pairments. Easter Seals is also aservice provider contracting with aregional center. In some instanceschildren originally diagnosed ashaving only a solely low-incidencecondition are later found to have acondition that meets eligibility forservices in a regional center. Becauseboth agencies contract with the sameservice provider, the contractor andthe service coordinator may change.But the child and family are able toretain continuity of services.

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developed a multiagency-based approachthat has resulted in collaboration withsuch sites as community centers,churches, community colleges, EarlyHead Start, and city park and recreationfacilities. The mission statement of theInfant Development Program reflects acommitment “to strengthen and guide theeducation of children and to provide alink between families and their commu-nity.”

Although parent education is notrequired to be provided in a naturalenvironment, a program in SouthernCalifornia has expanded its services at aformer elementary school campus toprovide child care and parenting pro-grams. In Thousand Oaks, California,Horizon Hills School is the hub of devel-opmental services for young children andtheir families. Infants and preschoolers,with and without disabilities, and theirfamilies participate in a variety of activi-ties, including Mommy and Me classes,parenting classes, play groups, and pre-school options.

In response to the need for traininginclusion support consultants in commu-nity settings, California State University,Los Angeles, has developed ProjectSupport, which is federally funded. Itsgoal is to train early intervention profes-sionals to provide effective support for thechild’s inclusion in natural environments.The desired result is that children withdisabilities will have more opportunitiesto participate in high-quality programsthroughout the community. Designed forearly childhood special educators, ProjectSupport focuses on the development ofcollaborative consultation skills through aseries of training phases:

• Phase I provides intensive trainingduring a four-day period, includinginstruction in effective inclusion strate-gies and specific strategies for assistingchildren with low-incidence and mul-

tiple disabilities and developing skillsin collaborative consultation.

• Phase II offers trainees opportunities toobserve experienced inclusion facilita-tors working on-site and to discussspecific case studies.

• Phase III provides individualizedsupervision and follow-up with eachtrainee at his or her inclusive site.

The selection criteria for trainees areadvanced education (a master’s degree orearly childhood special education creden-tial), work experience involving toddlersor preschoolers with disabilities and theirfamilies, and knowledge of and experi-ence in typical early child development.

Frequency and Intensity of Servicesfor Infants

The frequency and intensity ofservices should be determinedby what the IFSP team deemsnecessary for the individual

child to achieve the stated outcomes.Provision of services is guided by thefamily’s identification of concerns, priori-ties, and resources; consideration of thechild’s age and disability; and an assess-ment of strengths and needs. Programstaff may create a menu of options thatallows for flexibility to meet the indi-vidual circumstances and needs of thechild and the family.

The frequency and intensity ofservices may change according to theneeds of the child or the family. For achild who is very ill or has recently beendiagnosed as having a medical conditionrequiring attention, the role of the earlyintervention service provider may beprimarily supportive or may serve as areference source for the family while itattempts to resolve the child’s medicalissues. When the child is medically stable,the family may be ready for more directservices or may wish to inquire aboutadditional services, such as occupational

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or physical therapy or parent educationclasses.

For families working during the day,flexible schedules and weekend homevisits may be the only means by whichservice providers and parents can meet.Administrators should, therefore, allowflexible scheduling for staff members.

Home Visits

For very young children sched-ules and visits to the home byservice providers should bebased on the temperament of thechild and the activities of thefamily. Young children are

happier when their routines are predict-able. For some families the service mayfocus on helping family members developpredictable routines to support the child’sgrowth and well-being and should beflexible enough to allow for necessarychanges in daily life. In other casesservice providers may focus on support-ing parents in balancing family life andthe many medical appointments scheduledfor the child.

For many children and families, allservices are provided in the home. Forothers, home visits are only one compo-

nent of the plan. An advantage of homevisits is that the home is often the mostcomfortable place for the parents andother family members. Further, veryyoung children learn best and are mostable to generalize learning in comfortable,familiar, safe, supportive natural environ-ments. (See the “Principles GoverningDelivery of Family-Centered, Home-Based Services” that follow.)

Successful home visiting is based onseveral relationships: service providerwith parents, child with parents, andservice provider with child and withextended family (grandparents, siblings,and cousins). Positive relationshipsdevelop as a result of interactions basedon respect. Janet Gonzalez-Mena empha-sizes the importance of interactions thatare “respectful, responsive, and recipro-cal.”6 The goal of that relationship is apartnership that continues to develop fromthe initial contact. Because home visitingis a skill, the service provider must appre-ciate the need for training to becomesuccessful.

Carol Klass emphasizes the impor-tance of developing effective communica-tion and interpersonal skills in establish-ing a solid foundation with children and

6Janet Gonzalez-Mena and Dianne Widmeyer Eyer, Infants, Toddlers, and Caregivers (Fourth edition). MountainView, Calif.: Mayfield Publishing Company, 1997, p. 9.

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families. Home visits, she contends, cancement or destroy a relationship. Becausethe home is the natural environment forinfants, professionals must recognizewhat it means to be invited into thatspecial private environment. The skilledhome visitor is able to bond with the childand the family and to share the knowledge

and skills that will enhance the homevisiting process. Dr. Klass also discussesthe importance of establishing socialnetworks and informal as well as formalsupport systems. Recognizing the value ofsupports within the family and in thecommunity, the home visitor should gaina thorough knowledge of local resources

Principles Governing Delivery of Family-Centered Home-Based Services

Receiving services in the home can be a welcome option for families if thefamilies want this option and if the services are delivered in a family-centeredway. Some key principles governing delivery of family-centered, home-basedservices are as follows:

• Respect the family’s values. Each family has its own values. Service providersmust be able to honor those values, especially when the family’s values differfrom the service provider’s values.

• Recognize that you are a guest. Service providers are guests in the family’slife and home. They must not try to impose changes that the family has notrequested.

• Trust the family. The family is the expert about its child. Service providersmust trust the family’s judgment and observations.

• Work together. At the request of the family, service providers must collaboratewith the family in planning, delivering, and evaluating services.

• Be flexible. Service providers must be flexible in focusing on services. Afamily has its own priorities. To provide services effectively providers muststart with the family’s agenda.

• Relate to the family as people. Service providers must not regard familymembers as clients or patients. Interviewing and asking formal questions mustbe avoided. Rather, a conversational approach should be tried to get to knoweach other and to share information.

• Look at the whole picture. A child with special needs is a member of a family.A child’s needs must be considered only in the context of the child’s entirefamily.

• Recognize the parents as the decision makers. Service providers must trust thefamily’s ability to determine its own service needs.

• Be creative. Service providers must keep the family’s daily routines in mindwhen work is being planned. For example, providers must consult with thefamily to find ways to accomplish therapeutic activities during the normalrhythms of the day, such as during times for feeding, playing, or bathing.

Source: Larry Edelman, Delivering Family-Centered, Home-Based Services. Baltimore: Kennedy KriegerInstitute, 1991, p. 22. Adapted with permission.

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understand the developmental or therapeuticrationale . . . and feel motivated to replicatethem between visits. . . . When asked what areimportant traits for a successful teacher to have,she said: “Be flexible, be sensitive to the parentand child’s needs, and be a good listener andcommunicator.”

A typical home visit for specializedinstruction and parent education andsupport may include the following, asadapted from “The Art of Home Visit-ing”:8

• Greeting family members and “catch-ing up”

• Talking or playing with siblings• Sharing information about recent or

upcoming medical appointments orother appointments

• Sharing information on developmentand reviewing any changes

• Evaluating suggested activities• Discussing and modeling activities• Listening to parental concerns and

offering emotional support• Sharing problem-solving strategies,

adaptations, and modifications to theenvironment

• Teaching how to use assistivetechnology

• Locating community resources• Scheduling the next home visit

In addition, some time during homevisits may be devoted to out-of-homeactivities, such as going to medical ap-pointments, visiting preschool programs,or locating community resources.9

Because planning for a home visit iscritical, the home visitor should prepare inseveral ways. Prior visits, conversationswith the family (and possibly with other

7Carol S. Klass, Home Visiting: Promoting Healthy Parent and Child Development. Baltimore: Paul H. BrookesPublishing Co., 1996.

8Gail Calvello, “The Art of Home Visiting,” in Parents and Visually Impaired Infants. PAVII Project. Louisville,Ky.: American Printing House for the Blind, 1990, p. 5.

9Ibid.

to assist families in finding the servicesthey need.7

The successful home visitor sharesthe philosophy of the program with thefamily and works to meet the schedulingneeds of both the child and the family.Striving to make services accessible, thesensitive home visitor may wish to visiton Saturdays or in the evening. Workingfamilies need to be assured of the flexibil-ity of the service provider in schedulinghome visits. The home visitor mustalways remember that early interventionis a service, not a place. For some infantshome visits may take place at a familyday care facility or at the home of thegrandparents.

Successful home visiting requiresmuch training, practice, and ongoingsupport. Because many special educatorsand therapists have not previously re-ceived training in home visiting, LEAsmust ensure that home visitors acquireappropriate skills and that systems ofsupport and reflective supervision areprovided.

Comments on home visiting by anexperienced practitioner are provided byJackie Popp, associate executive director,United Cerebral Palsy Association ofOrange County:

Ana is an experienced home visit teacher whois fluent in Spanish. She has worked withSpanish-speaking families in their homes forover ten years. We talked about what runsthrough her mind as she is driving to a homevisit. She mentioned: “What will I find when Iarrive? What will the parents’ concerns andfeelings be? Is the baby healthy? Will the babyhave a lively or quiet day?” These factorsfrequently identify focus areas for the visit. Anatalked about involving the family members inthe child-focused activities so that they

14

service providers), and IFSP outcomesshould be reviewed to develop a plan andto arrange materials and activities for thechild and, often, for the child’s siblings.Written materials for the family’s use mayalso be provided. A written summarycontaining information on activities andsuggestions and the date and time for thenext appointment should be left with thefamily. NCR paper should be used so thatconsistent written documentation can beprovided to all parties involved. Thehome visitor must be sensitive to theneeds of the child and the family and mustremain flexible, recognizing that circum-stances may require that plans be alteredsignificantly.

LEAs should have policies andpractices in place to help ensure the safetyof staff members when they are makinghome visits. For example, staff membersshould call in when they arrive at a home,visit early in the day, travel in pairs inhigh-risk areas, and observe all necessaryprecautions.

Community Settings

Community programsprovide young children andtheir families with opportu-nities to participate in a

variety of activities andsettings. For young children

ready to participate in a group setting, theactivities provided and the chance tointeract with and learn from other young

children have many advantages. Teammembers have opportunities to work withchildren in small groups or as individualsand to employ the services of consultantsfrom various disciplines in support of themultidisciplinary team. For parentsopportunities may become available tointeract with one another, thereby provid-ing a setting for group support, education,and networking. Community settingsprovide needed space and access to abroad range of materials and equipment,enabling a child to explore new objectsand materials. (See the section on “Natu-ral Environments” for further examples ofcommunity settings.)

Because the activities within thegroup setting and the characteristics ofquality programming are directly relatedto the curriculum and the environment,they should provide (1) a balance ofindividual and group play; (2) a mixtureof quiet and lively activities; (3) opportu-nities for active exploration; (4) opportu-nities for social interaction; (5) supportfor the acquisition of skills in all develop-mental areas; and (6) support for theunique learning needs of all children.

The Curriculum for VeryYoung Children

For very young children theembedded curriculum devel-ops from everyday life and

experiences. It is focused on devel-

Children of all ages learn through their own experiences, trial anderror, repetition, and imitation. Adults can guide and encouragechildren’s learning by ensuring that the environment is emotionallyappropriate; invites play, active exploration, and movement bychildren; and supports a broad array of experiences.

—J. Ronald Lally and Jay StewartInfant/Toddler Caregiving: A Guide to Setting Up Environments

15

oping and strengthening relationshipsbetween the child and important adults inthe child’s life, creating positive interac-tion between the child and the environ-ment, and helping the child to masterdevelopmental milestones. Curriculumplanning should consider the individualneeds of the child, the parents and otherprimary caregivers, teachers, and theenvironments in which a child and thefamily interact.

For children from birth to three yearsof age, the curriculum will build oneveryday routines in the child’s life, suchas exchanging hellos and good-byes,diapering, toilet training, eating meals,sleeping, and dressing. Activities mayalso involve toys and manipulatives, art,dramatic play, reading (stories andbooks), sensory experiences, music,movement, and outdoor play.

No single curriculum will meet allthe needs of every child and family in aprogram. Strategies that cover a range oflearning styles, sensory modalities, anddisabilities should be provided to meet thelearning characteristics and temperamentof each child. Some curriculum sourcesfor use with infants and preschoolers canbe found under “Selected References” atthe back of this publication.

Questions that should be posed toguide curriculum development and ongo-ing program evaluation are as follows.They apply to all children from birththrough five years of age.

• Is the curriculum developmentallyappropriate according to the ages andindividual needs and interests of thechildren in the group?

• Is the curriculum linked to assessment?Is the assessment meaningful andvalid?

• Is the curriculum flexible, allowing formodifications for individual needs?

• Does the curriculum support the cul-tural and linguistic values of the fami-lies in the group?

• Is information presented in a variety ofsensory modalities? Can the presenta-tion be modified to accommodatechildren with sensory impairments?

• Does the curriculum take into consider-ation the unique learning needs ofchildren with low-incidence disabili-ties?

• Is the curriculum responsive to avariety of learning styles and tempera-ments?

• Is there a balance between child-directed and adult-directed activities?

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• Does the curriculum present a range ofchallenges and support exploration?

• Does the curriculum incorporate expe-rience with real objects relevant to thechild’s experiences?

• Does the curriculum take into consider-ation all developmental areas?

• Does a continuum exist in the curricu-lum for the infant, the toddler, and thepreschool child?

• Does the curriculum encompass thetransitions between the infant, toddler,and preschool programs?

• Can the curriculum be adapted tosupport assistive technology or special-ized materials that individual childrenmay need?

• Does the curriculum support learningand generalization in a variety ofsettings?

• Does the curriculum promote language-rich environments, including pre-literacy activities?

• Does the curriculum include activities,roles, and responsibilities that areshared with parents, caregivers, andother family members?

Because young children do not learnat the same rate, they may differ in theamount of time they need to achievetypical developmental milestones. Forexample, one infant may begin to walk asearly as nine months of age—another, notuntil sixteen months of age. The curricu-lum must take into account variability ingrowth and development by providingopportunities for practice and for thedevelopment of new skills. Meeting theindividual needs of young children re-quires careful, continuing observation.

Teachers must understand how achild learns and organizes information,particularly when they work with infantswith disabilities or with conditions that

may lead to disabilities. Teachers maychoose to modify the curriculum, theenvironment, or instructional practices.Further, teachers should assist a child’slearning through different modalities. Justas adults may be visual, auditory, kines-thetic, or tactile learners, young childrenwill demonstrate preferences andstrengths in modalities. When a child whohas a disability cannot use a modality,such as vision, hearing, or touch, modifi-cations and accommodations must beconsidered thoughtfully.

Some children may need more timeto practice or to complete a task. Aninfant who has difficulty in feeding mayneed to be fed smaller quantities morefrequently, with reduced stimulation, toreceive an adequate amount of nutrition.A child with a visual impairment needsmany opportunities to touch and to inter-act with his or her environment. Modifi-cations may also include (1) presentinginformation and activities at an earlier orlater stage of development than is sug-gested in the curriculum materials; and(2) breaking down a task or activity intosmaller sequences or steps. Accommoda-tions in instructional strategies mayinclude how and where information ispresented, such as positioning for a childwith an orthopedic disability or placingmaterials in the visual field of a child witha visual impairment.

Frequently, the role of the specialeducator includes consulting with familymembers and other care providers tomodify activities or the environment,thereby allowing the child to participatesuccessfully in daily events. Knowinghow, what, and when to modify; when torequest assistance or guidance fromspecialists and other team members; andwhen to add more challenges depends onobservation, assessment, and interactionwith the child, the family, and the team.

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Learning Environments

Learning environmentsinclude the places wherethe child is typicallylocated and the adults and

other children with whomhe or she interacts. In a

discussion of environments for youngchildren, consideration must be given tothe inherent differences between veryyoung children and preschoolers.

For very young children the firstenvironment is the home, where the childfeels safe and secure. At home there istrust, the child is free to explore, and theadults in the child’s environment arenurturing and responsive to the child’sneeds. Those qualities are inherent whenservices occur in the home. Early inter-vention service providers may support afamily in the home by suggesting accom-modations or modifications to assist in thechild’s development. For example, a childwho is hearing-impaired will need directaccess to linguistic contact and cognitiveinformation (e.g., with people who sign)and involvement with peers who havesimilar communication needs. Visual andacoustic considerations are also impor-tant. For a child who is visually impaired,the environment should be consistent, freeof clutter, and well defined. Lightingshould be appropriate to the child’s visualcondition.

Very young children with low-incidence disabilities may need adapta-tions not only in the places where theyspend time but also in their relationshipswith adults. For example, an orthopedicdisability that hinders an infant’s ability tocuddle with a caregiver will necessitatespecific positioning for the child. Thatsame orthopedic disability in a toddlermay inhibit his or her ability to separatefrom the caregiver, potentially interferingwith the child’s developing sense of selfand independence. For children who havea visual impairment, which interferes withthe eye contact so central to the bondingof parent and child, accommodation canbe made through touch. Although ahearing impairment may limit turn-takingin conversations between child and familymembers, opportunities for sharing can beprovided through facial expressions andgestures. Whether at home or in thecommunity, space can be modified forvisual, auditory, and physical access andcomfort.

For infants in community settingsoutside the home, the physical environ-ment continues to be a part of the earlychildhood curriculum. The expertise of allteam members should be employed indeveloping an accessible physical spaceand determining the range and variety ofmaterials available to young childrenthrough play and exploration. A well-designed early childhood environment

Thoughtful caregivers recognize that the learning environmentincludes both people and relationships between people and thatattention to the way in which environments are set up and used isan important contribution to the quality of a learning experience.

—J. Ronald Lally and Jay StewartInfant/Toddler Caregiving: A Guide to Setting Up Environments

18

supports a child’s self-initiation, explora-tion, and need for growing autonomy, andit is instrumental in supporting positiveadult-child interactions and minimizingbehavioral concerns in the classroom.Children should have easy access tomaterials and equipment, and the spaceshould be sensitive to the needs of veryyoung children and the adults participat-ing in the program. Early childhoodspecial educators can help modify theenvironment at home as well as in thecommunity. General guidelines for modi-fying the environment include:• Absence of hazardous conditions• Purposeful room arrangement that

considers the needs of all children• Appropriately sized furniture accessible

to all• Varied textures and surfaces• Furniture and materials easily cleaned

(daily)• Natural lighting (as much as possible)• Comfortable environment for children

and adults• Large spaces for motor activities and

small spaces to cuddle and feel secure

The checklist that starts on the nextpage itemizes environmental consider-ations for infants and preschoolers.

For young children the outdoorenvironment offers unlimited opportuni-ties. Unfortunately, however, it is oftenoverlooked in the planning stage. Outdoorspaces can become extensions of theclassroom setting and provide excellentareas for learning activities. They areparticularly inviting for young explorerswho need to move, given that motor skillsare an integral component of learning forvery young children.

When outdoor spaces are beingdesigned, care should be taken to:

• Provide adequate space and equipment,such as ride-on toys and wagons forriding and pulling one another. Equip-ment should accommodate childrenwith various levels of ability.

• Bring a water source to the area anddesignate space for art activities, sandtrays, and water play.

• Assess the area for shade and createartificial shading of a portion of thearea if needed.

• Provide a grassy area whenever pos-sible.— Note that height and terrain changes

are enticing and promote motorskills.

— Be sure to use nontoxic plants and avariety of textures and scents.

• Use items discovered in the outsideareas and gathered on walking fieldtrips as the foundation for curriculumactivities, such as additions to thescience areas, objects for the art center,props in the dramatic play area, orexamples for stories read to the chil-dren. Outside activities performed on avariety of walking surfaces provideopportunities to use adaptive devices,such as crutches and walkers. Walkingalso provides opportunities to promotevisual and auditory awareness (lookingand listening skills).

• Assess climbing and swinging struc-tures for accessibility and safety andpurchase modified equipment as neces-sary and feasible (indoors and out-doors).

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Checklist of Environmental Considerationsfor Infants and Preschoolers

Health Yes No

• Frequent cleaning, including daily washing and sanitizing of all toysand surfaces, because young children mouth items regularly

• Separate area provided for diaper changing, with storage for suppliesand water source within arm’s reach

• Daily cleansing and sanitizing of feeding and eating areas performedwith a bleach/water solution (1:10 ratio)

• Universal precautions observed by all adults

• Food brought from children’s homes stored separately from other foods

Safety Yes No

• Lights included in fire-alarm systems

• No sharp or jagged corners on surfaces or equipment

• Furniture, equipment, and materials kept in good repair

• Toys and objects large enough to prevent swallowing

• Furniture and equipment stable and secure enough to prevent fallingover, especially if used to pull to a standing position

• Cleaning supplies stored out of children’s reach and separate fromother materials

• Pathways and traffic floor patterns clearly defined and free of obstacles

• Electrical outlets covered and storage cabinets equipped with child-proof fasteners as appropriate

Mobility Yes No

• Practice of gross motor skills occurring within designated open spaces

• Landmarks and cues to location and use of areas provided by furniture

• Indoor and outdoor spaces provided for active play

• A variety of surfaces and heights provided to assist in crawling, cruising,and climbing

• Clearly defined areas provided for active and nonambulatory children

• Children’s areas within the environment made accessible for all children

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Environment Yes No

• Room arrangement and contents warm and inviting, including softfurniture, a variety of textures and surfaces, and natural lighting

• Furniture, wall coverings, and equipment visually interesting yet notoverstimulating, complementing each other

• Toys and learning areas inviting and interesting in a variety of sensorymodalities

• Furniture size appropriate for children under three years of age

• Materials durable and easy for small hands to hold

• Each area of the room accessible to students with low-incidencedisabilities, including:

— All areas visually accessible for communication purposes forchildren with hearing impairments

— All areas accessible for children using wheelchairs and walkers

— All areas designed with appropriate lighting and contrasting tactileinterest for children with visual impairments

— Consultation by orientation and mobility specialists with earlychildhood programs. With their expertise staff members can designenvironments that will help children develop safe, independent travelskills, such as trailing.

• Toys, books, pictures, and written materials reflecting the culture andlanguage of the families in the program, including materials in brailleand large print

• Ambulatory peers aware of the mobility needs of their nonambulatorypeers

• Plants and pets an inviting addition for children

• Environment welcoming to parents (e.g., adult-sized chairs, parentinformation center, area for parent-to-parent networking)

• Parents provided access to information about daily routine and activities

• Learning areas labeled with descriptions for parents and volunteers

• Lighting adequate and window coverings in place where needed;differential lighting levels used; window coverings with a measure ofsite security, buffering of sound, and aesthetic appeal

• Materials, activities, and environment sensitive to the individual child’slevels of stimulation and best sensory modalities

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Quiet Areas Yes No

• Areas that include cushions, a rocking chair, and quilts for quietactivities

• Literacy area provided where young children have access to develop-mentally appropriate books; adequate lighting and comfortable seatingfor children with a variety of motor needs; adult seating also available

Clearly Defined Learning Areas Yes No

• Materials and furniture supporting the curriculum

• Early literacy supported through an environment that includes thechildren’s native languages and a variety of reading materials, such asbraille books, large-print books, and recorded stories

• Group size in learning areas controlled by seating and materials

• Items placed within easy reach of children or stored out of sight

• Items labeled by picture, printed words, and braille

• Environment free of clutter

• Wall decorations reflecting the curriculum in each area and at children’seye level

• Mirrors placed at children’s eye level

• Dramatic play area containing size-appropriate furniture and propsreflecting the cultures and norms of the families in the program, includ-ing real objects, such as pots and pans and empty food containers

• A minimum of three similar items in manipulative areas to promoteparallel play, with enough items and space in manipulative areas toallow all children in the area to work side by side

• Areas clearly defined and separated by furnishings, shelving, mats, andcubbies

• Storage containers placed within or near areas of use in the classroom;for example, in the art area: easels; a water source close by for cleanup;a cabinet or shelf to neatly store paints, brushes, paper, and other sup-plies; and hooks for paint aprons or smocks

• Noisy, active areas separate from quiet areas

Transportation Services forInfants and Their Parents,Guardians, or Caregivers

Transportation is an earlyintervention service thatmust be provided if it is

needed for the child to gainaccess to other services.

Because the transportation needs offamilies often require creative responsesto unique circumstances, service provid-ers may:

1. Provide bus transportation for thechild and parent, guardian, orcaregiver. Providing bus transporta-tion can be effective. The LEA policymay be modified to permit parents

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10DEC Recommended Practices: Indicators of Quality in Programs for Infants and Young Children with SpecialNeeds and Their Families. Reston, Va.: Division for Early Childhood, Council for Exceptional Children, 1993, p. 19.

11Handbook on Family Involvement in Early Childhood Special Education Programs. Sacramento: CaliforniaDepartment of Education, 1999.

Family Involvement inEarly Intervention

As noted in DEC Recom-mended Practices, “Thedefinition of family participa-tion . . . is as follows: familiesare equal members in, can jointogether with staff and can take

part in all aspects of the early interventionsystem, including all aspects of theirchild’s care and all levels of decisionmaking.”10 The services should be flexibleenough to respond to the changing needsof children and families. Staff membersshould explore changes, deal with con-cerns as they arise, and continue to pro-mote family involvement that respectsindividual needs and enhances the growthand development of the child.

Family involvement takes on avariety of forms reflected in the services.A range of options exists for the participa-tion of family members. Siblings canprovide a wealth of support and positivechallenges for the infant and toddler. Anin-depth discussion of the importance offamily involvement and the variety ofways in which families may be involvedcan be found in the Handbook on FamilyInvolvement in Early Childhood SpecialEducation Programs.11

Examples of activities that staff maysuggest and support to encourage thefamily’s involvement in a program arelisted in Table 1-2.

Parents may attend parent educationclasses hosted by another agency oractivities occurring as a part of earlyintervention. A monthly or weekly parentgroup provides a format for support and

and siblings to ride with the child—areasonable provision that should benegotiated with the transportationmanager.

2. Pay the parent or an authorized adultreimbursement for mileage in lieu ofbus transportation. Most schoolbusiness offices require (1) proof ofautomobile insurance before author-izing this arrangement; and (2) asigned contract with the driver andsubmission of a record of milesdriven before issuing reimbursement.

3. Provide taxi service and pay the farefor the child and parent, guardian, orcaregiver. The LEA may contractwith a cab company to provideregularly scheduled services. Orarrangements may be made by thefamily, who must submit a billingand receipt for reimbursement to bemade.

4. Pay for public transportation. Bustickets or tokens are provided, or theparent is reimbursed for the farewhen attending a program with thechild. The parent may be requested tosubmit a record of days of attendancebefore being reimbursed or receivingtokens.

5. Have early intervention staffmembers provide transportation in acounty or school district car that isappropriately insured.

6. Coordinate car pooling.

The program administrator shouldexplore the feasibility of transportationoptions with the LEA business and opera-tions departments.

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Table 1-2. Family Involvement Activities

School- or Center-Based Activities

• Parent support groups• Parent-professional training• Sign language classes• Parent advisory committees• Involvement in community activities, such as:

—Parent-toddler gym—Mommy and Me swimming—Parent-tot music time—Parent-toddler creative playtime

• Playgroups• Parents’ Night Out—an opportunity for parent education, such as

presentations or demonstrations of various stimulating homemadetoys or therapy approaches, with on-site child care provided by staff

Social Activities

• Family picnics and potlucks• “Second cup of coffee”—drop-in or scheduled coffee hour• Mom’s Night Out• Dad’s Night Out• Quarterly family gatherings• Play day in the park

Celebrations and Special Events

• Annual reunion—evening or weekend• Holiday celebrations• Volunteer appreciation• Beginning and end-of-year picnics

Community Events

• Week of the Young Child• Information fairs• Special Olympics• Team presentations to medical community• Ability awareness days• Multicultural events• Stand for Children Day

Source: Handbook on Family Involvement in Early Childhood Special Education Programs. Sacra-mento: California Department of Education, 1999, p. 14.

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an opportunity for parent education on avariety of topics identified by participants.Special activities in response to requestsfrom parents may also take place.

In response to parental requests, eachNovember before the holidays, theearly intervention staff arranges aparent meeting in a toy store. Theparents meet at the store before it isopened to the public. Staff memberswork with parents to find toys thatmeet the developmental needs of theirchildren. The meeting is well at-tended. The merchant welcomes theopportunity to have the program useits facility in this manner.

Respite Services

Respite refers to short-term care,given in the home or out of thehome, that temporarily relievesfamilies of providing special-ized care for a child with a

disability. It is intended to provide carethat is over and above the normal childcare needs of the family.

All families must be informed thatrespite care is an early interventionservice. Families of infants with solelylow-incidence disabilities who do notqualify for regional center services areeligible for respite services through theLEA on the basis of need. The provisionof respite services is an IFSP decision andis based on the resources and needs of theparticular family.

The LEA should identify internalprocedures for providing respite and sharethat information with staff members andfamilies (see Table 1-3). If respite servicesare to be provided, they must be listed onthe child’s IFSP. The service coordinatoror other assigned LEA staff member isresponsible for assisting the family inobtaining respite services. “Each eligibleinfant or toddler and family shall beprovided a service coordinator who willbe responsible for facilitating the imple-mentation of the individualized familyservice plan and for coordinating withother agencies and persons providingservices to the family” (14 GovernmentCode Section 95018). LEAs may build anassessment tool or survey to help the IFSP

25

Model 1 allows the LEA to use already-establishedagencies that employ workers who have training andexpertise in caring for children with disabilities. Theagency hires, pays, trains, supports, and insures therespite worker. The responsibility for monitoring andevaluating the service rests with the LEA. The con-tract may be flexible and respond to the family’s need.A family may ask for a particular respite worker to behired by the agency so that a person familiar to thefamily cares for their child. A contract may be writtento outline a detailed description of services. Model 1is applicable to in-home and out-of-home respite.

Model 2 allows the child to be cared for by LEA staffwho may be familiar to the child and family. The LEAshould consider the impact on personnel proceduresand budgetary expenditures (new job descriptions, rateof pay, benefit costs, union considerations, recruitment,training, and supervision of staff). Each LEA shouldcontact its insurance carrier or risk manager to explorewhether the existing insurance policy will cover therespite worker. Model 2 is applicable for in-homerespite.

Model 3 allows the LEA to hire and train its ownrespite workers. Consistent workers will be availablefor families. The LEA is responsible for hiring, train-ing, supporting, and insuring the employee. Model 3 isapplicable for in-home respite.

Model 4 is an established process that some LEAs useto hire interpreters. The contract should include lan-guage stating that the contractor is responsible for hisor her own liability insurance. The LEA needs todevelop a system for hiring and supervising the respitecontractors. Model 4 is applicable for in-home respite.

Model 5 allows the family to choose its preferredrespite worker. The family is responsible for filing andpaying taxes, hiring, and training. The family musthave enough financial resources to pay and be reim-bursed. It should investigate the liability issues in-volved in this model, which is applicable for in-homerespite.

2. LEA hires staff members for extra hours toprovide respite services.

3. The LEA employs its own respite workers.

4. The LEA hires contractors to provide respitethrough an individual contract or through anundesignated contract for services (various peopleto provide respite at an established hourly rate).The provider invoices the LEA after the service isprovided.

5. The family hires a respite worker and submits amonthly invoice to the LEA for reimbursement.This method is used by regional centers to hirefamily members to provide respite.

1. The LEA writes an expenditure contract with oneor more agencies that provide respite, such as theEaster Seals Society or a home health agency. Thecontract is flexible, calling for services as neededfor up to a maximum number of hours per monthor six-month period. Regional centers use thiscontracting method. LEAs may contract with thesame providers that regional centers use.

Table 1-3. Suggested Models for LEAs to Provide Respite

Model Comments

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team determine the need and amount ofrespite for each child but may not unilat-erally change the amount of respitedetermined necessary without conveningan IFSP meeting.

Considerations

Initiating respite services in-volves several considerations,

including who will providecare, whether the caregiveris appropriately trained,

and what steps are in placeto monitor the provision and quality ofrespite services.

The following considerations shouldbe taken into account when planningrespite services:

1. Respite is a form of family supportfor children who have solely low-incidence disabilities and are noteligible for services from the regionalcenter. Children qualify for respiteservices from the LEA only untiltheir third birthday. After that timethe LEA is not required to providerespite. The service coordinator andother service providers should ex-plain this situation to families so thatthe families are not surprised by asudden loss of respite services. Asample statement to be given to thefamilies is as follows:

Respite is a service the LEA provides toyou when your child is under three. Wewill assist you in finding other resourcesfor respite when your child turns threeyears of age. These resources may beagencies, family members, or friends.During the transition period we willdiscuss possible respite resources andsupport.

2. Respite is an important component oftransition planning. All potentialsources of respite for the familyshould be considered (e.g., child care,family members, friends).

3. Respite and family-support servicesare listed as optional early interven-tion services in the federal regula-tions for Part C of IDEA. Californiaoffers respite to all eligible childrenfrom birth to three years of age whoneed the service. Children of any agewho receive services from the re-gional center and who do not havesolely low-incidence disabilities mayreceive respite from the regionalcenter. When respite needs are beingexamined, family supports that arealready in place should be consid-ered. If the family has someonealready providing respite (e.g., afamily member or a child care pro-vider), the respite provider may needtraining in feeding or dealing withappropriate toys and activities.Respite may be provided through thehome-visiting component of theprogram.

4. Options for funding or for providingrespite services need to be available.For example, offering reimbursementonly may deny the service to familieswithout the ability to pay for respitecare in advance.

5. The LEA should be concerned withthe training of the respite providers.School personnel should ensure thatrespite providers have been appropri-ately trained to provide specificservices to meet the needs of eachchild. The minimal training require-ment is instruction related to emer-gency medical procedures and theneeds of the child with low-incidencedisabilities. Child care centers andhomes licensed in California musthave staff trained in child care,health, and safety. Training in pediat-ric CPR, pediatric first aid, andprevention of infectious diseases andinjuries is mandated for licensing.

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6. Children with specialized health careneeds may require a respite workerwith training in nursing. The LEA, incooperation with the school nurseand the child’s physician, is respon-sible for making an assessment todetermine whether the family needsthe support of a licensed vocationalnurse or a registered nurse.

Respite is an early interventionservice that may be covered by Medi-Cal; Early and Periodic Screening,Diagnosis, and Treatment (EPSDT);or private insurance. It is the LEA’sresponsibility to investigate thesources of payment. The purpose ofrespite is to restore or improve familyfunctioning.

Respite is not intended to supplylong-term or regular nursing care butonly to relieve parents of very short-term care for their disabled child.Respite is not available for othermembers of the family or forsiblings.

7. The LEA is responsible for theevaluation of the effectiveness andquality of respite and may notdelegate that responsibility throughinteragency agreements or contracts.

8. The responsibility of the LEA toprovide respite does not precludehiring the child’s relatives. Familieshave often expressed the desire tohave respite services provided by afamiliar person.

9. Respite providers may need to applyto become regional center vendors orto find employment with a privateagency.

10. In developing an internal system forproviding respite, the LEA should:

• Determine the need for respite anddesign an instrument or checklistused by the program.

• Develop internal procedures, suchas writing the contracts before theservice is provided, making inter-agency agreements, arrangingpayment.

• Schedule respite for families,identifying who hires the respiteworker or contracts with an agencyand who monitors the respite hoursused.

• Monitor the respite to evaluate thequality of the service.

Sample Process for Provision of Respite

LEAs can develop localpolicies and procedures thathelp families to understandthe respite process and to

access community resources. A sampleprocess would typically identify thefollowing steps:

1. Establish procedures for providingrespite services.

2. Develop a one-page description ofrespite services to give to families.The one-page description should beprovided at the initial contact; duringthe assessment as the family’s con-cerns, priorities, and resources areidentified; or throughout the child’sand family’s participation in theprogram. Respite is an ongoingconsideration as services are beingplanned for eligible children underthe age of three and their families.

3. Identify respite resources being usedby the family, including neighbors,siblings, extended family members,church members, and friends.

4. Provide support to respite providersby making home visits; teachingfeeding and positioning techniques;giving respite providers suggestionsabout activities, toys, and materials;and assisting the family in acquiringspecialized equipment.

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5. Identify the level of need throughassessment and include the service inthe IFSP, including initiation, fre-quency, intensity, duration, location,and method. If all items are not inplace when the IFSP meeting is held,identify a time frame within whichthey will be in place and add aninitiation date as soon as possible.

6. Evaluate the effectiveness of therespite. At a minimum, the evaluationmust occur at the six-month IFSPreview. If a modification or revisionof respite services is needed, aperiodic review of the IFSP candocument the new service needs.

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Part 2Programs and Services forPreschool Children

LEAs provide many options inspecial education for childrenthree through five years of age.

They must ensure (1) that theservices and support needed tohelp the children develop areavailable; and (2) that opportu-

nities are offered to the children to partici-pate in age-appropriate activities in theleast-restrictive educational setting.

Services for the individual child aredetermined by an individualized educa-tion program (IEP) team, which includesthe parents, those who have assessed thechild, an LEA administrator or designeewho is knowledgeable about servicesavailable in the school district or specialeducation local plan area, a special educa-tion teacher, a regular education teacher,and others involved in the child’s life(e.g., a Sunday school teacher, a favoriteneighbor).

Factors to consider when appropriatesupport services are being planned in-clude the child’s developmental level andspecific disability. The child may needsign language, or braille readiness skills,

If we are to achieve a richer culture. . . we must recognize the wholegamut of human potentialities,and so weave a less arbitrary socialfabric, one in which each diversehuman gift will find a fitting place.

—Margaret Mead

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The following designated instructionand services may be provided in a varietyof settings:

• Assistive technology• Audiology• Counseling• Health services• Occupational therapy• Orientation and mobility• Parent counseling and training• Physical therapy• Psychological services• Social work services• Speech-language pathology services• Transition• Transportation• Vision services

Program Design

Preschool programs should bebased on developmentally appro-priate practices. What do suchpractices look like? As noted inthe CONNECTIONS Project’sadaptation of a position statement

issued by the National Association for theEducation of Young Children,13 develop-mentally appropriate practice acknowl-edges the following principles:

• The focus is on the “whole-child”—domains are closely related.

• Development occurs in a relativelyorderly sequence, with later abilitiesbuilding on those already acquired andmoving toward greater complexity,organization, and internalization.

• Rates of development vary from childto child.

12Early Focus: Working with Young Blind and Visually Impaired Children and Their Families. Edited by Rona L.Pogrund, Diane L. Fazzi, and Jessica S. Lampert. New York: American Foundation for the Blind, 1992, p.120.

13Ann Carr and Anne Kuschner. CONNECTIONS Project: Learning Communities for All Children. Rohnert Park,Calif.: Sonoma State University, 1997, p. 1-1, adapted from “Developmentally Appropriate Practice in EarlyChildhood Programs Serving Children from Birth Through Age 8,” position statement, National Association for theEducation of Young Children, Washington, D.C., 1996.

or access to specialized materials andcredentialed personnel.12 The scope ofspecialized instruction varies according tothe needs of the child and may also varyover time.

Placement is not determined by thedisability of the child.

The three principles that guide IEPteams in determining placement for apreschool child are (1) the child’sstrengths and needs; (2) the leastrestrictive environment in which thechild’s educational needs can be met;and (3) family desires and priorities.Families should be informed about allavailable options and should be givenopportunities to observe programs.Such a strategy helps to ensure thatthe placement determined by the IEPteam will be well informed.

Settings where services are providedinclude the following:

• Inclusive community settings where,for example, speech and languageservices and resource specialist supportare provided

• The child’s regular environment,including the home

• Special sites where preschool programsfor children with disabilities and thosewithout disabilities are located near oneanother, enabling the sharing of re-sources and programs

• Special education preschool programsin which children without disabilitiesattend and participate in all or parts ofthe programs

• Public school settings that provide age-appropriate environments, materials,and services

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• A child’s rate of development in differ-ent areas may not be consistent.

• Development occurs within a socialand cultural context.

• Young children are active learners,drawing on direct experiences toconstruct their own understandings ofthe world around them.

• Play is an important vehicle forchildren’s development.

• Children learn (by repeating) newlyacquired skills and by experiencingchallenges just beyond the level of theirpresent mastery.

• Children demonstrate different modesof knowing and learning.

• Children develop and learn best in thecontext of a community in which theyare safe and valued.

Adaptations must be made forchildren with disabilities. Communitystrengths and needs should be incorpo-rated when services are being designed.Existing programs that may be used orenhanced should be sought. Gaps that canbe filled by altering an existing service orproviding a new type of program shouldbe identified.

Administration and staff shouldgather comments from parents and agen-cies in the community whenever a new

form of service is being planned. Ifpersons with different perspectives areinvited to participate in the planningprocess, potential problems will morelikely be identified and resolved beforeimplementation.

Effects on Families andthe Community

The impact that serviceshave on families and thecommunity should berecognized. Understand-

ing and being sensitive tofamily values and beliefs

help program providers establish servicesthat are viewed positively by families andothers and are, therefore, more effective.Even the title of a program can affect thecommunity’s perception of childrennegatively or positively.

An early childhood program cancommunicate its belief in the potential ofyoung children with disabilities forlearning and development simply throughthe power of its name. The First StepsInfant and Preschool Programs, operatedby the Yolo County Office of Education,evokes images of children reaching animportant developmental milestone—ahope of all teachers and families.

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In contrast, consider the experienceof one parent:

I visited a school site where a classroom wasproudly pointed out to me as the classroom thatmy child would attend if we lived in that area.It was called the Limited Learners Classroom.Limited learners: These children will only goso far and no further. I was, unfortunately,speechless. Imagine the impact that thislimiting language might have on the lives ofthese children if their parents believe it!

Staff Training and Support

Early childhood special educationprograms and services must be

provided by staff memberswho have credentials specificto the unique needs of young

children with disabilities. Further, Educa-tion Code Section 56441.6 requires thatservices be provided by a transdisciplin-ary team of professionals who work withpreschool-aged children and their fami-lies. In addition, because preschoolprograms are not found in every school,ongoing administrative support, collegialinteraction, and training for staff membersmust be planned carefully.

Classroom staff members needopportunities to communicate regularly.Often, communication does occur infor-mally as staff members catch momentsthroughout the program day to discussissues. However, depending on suchevents as the only mode of communica-tion leads to sporadic and incompleteinformation by all parties. Regular meet-ing and planning time should be sched-uled as a part of the work week to givestaff members opportunities to train oneanother and share relevant informationabout the children they serve.

Even in large LEAs with many earlychildhood special education services,

preschool staff members can easilybecome isolated unless a commitmentexists to linking with other professionalsfor information and networking. Whenonly one or two professionals serve thisage group, the situation is exacerbated. Inaddition, SELPAs struggle to find enoughappropriately credentialed personnel forchildren with low-incidence disabilities.

Some school districts have devel-oped creative plans to meet staff develop-ment needs. For example, a program maybase its staff development plan on thefindings of a program evaluation. Or aschool district, having encouraged itsteachers to develop individual staffdevelopment plans, may incorporate andindividualize its training program accord-ing to those plans.

Regionalization can also providesolutions. In a regionalization projectSELPAs work with other public andprivate agencies in one geographic area to“improve the coordination, provision, andquality of specialized . . . services.”14 Aregion may encompass a local geographicarea or provide statewide coverage,particularly in the case of parent andprofessional training. Regionalizationmay deal with program needs in special-ized assessment, curriculum, and instruc-tion and provide a full range of optionsand specialized personnel development.The regionalization approach outlined inProgram Guidelines for Students Who AreVisually Impaired may be followed inworking with low-incidence populationswhen services and personnel are limited.15

Gaining access to or creating local andregional staff development opportunitieson a regular basis helps programs meetthat challenge.

A positive aspect of multidisciplinaryand transdisciplinary training and regular

14Program Guidelines for Students Who Are Visually Impaired (Revised edition). Sacramento: CaliforniaDepartment of Education, 1997, p. 39.

15Ibid.

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communication is that all service provid-ers work collaboratively to share theinformation needed to work with thewhole child rather than concentrate onisolated skills or areas of development.Young children learn best and are mostable to generalize learning when it isincorporated throughout their lives.Similarly, skills learned in isolationfrequently remain isolated. A variety ofneeds should be dealt with and incorpo-rated into the daily routines and activitiesof the child. For example, adapted physi-cal education services are more effectivewhen delivered according to a teachertraining and ongoing consultation modelof service delivery. Child expectationsand modifications can be incorporatedinto the ongoing instruction, and activitiesthat use large motor skills can be embed-ded throughout each day rather thanconcentrated in an isolated session one ortwo times per week.

When the staff represents variousdisciplines (occupational or physicaltherapy, early childhood education, earlychildhood special education, and otherdesignated instructional services), teamsmust become knowledgeable about thedynamics of team membership and theskills needed to develop and maintainpositive relationships within the team. Inbuilding a team, the members must agreeon achievable goals, clarify roles andresponsibilities, develop supportiverelationships, encourage active participa-tion employing the abilities and knowl-edge of all members, and monitorprogress and effectiveness.

The CONNECTIONS Project alsorecognizes the importance of teaming asan integral component of successful,inclusive classrooms. One of the goals

16Ann Carr and Anne Kuschner. CONNECTIONS Project: Learning Communities for All Children. Rohnert Park,Calif.: Sonoma State University, 1997, p. 48.

established during the first training yearis to

develop well defined teams within eachinclusive classroom setting which:

• Include families, early childhood and earlychildhood special education staff, andadministrators as team members

• Build trust within teams and across systems

• Participate in regularly scheduled meetings

• Develop a clear purpose andoutcomes for team meetings

• Support a reflective team disposition

• Implement effective communication andproblem solving strategies.16

Models of Service Delivery forPreschool Children

The Individuals with DisabilitiesEducation Act (1997) strength-ened the concepts of providing

the least-restrictive environ-ment and educating children

in the general education setting in “age-appropriate activities.” The activities maytake place in any setting that is typicalfor children of the same age withoutdisabilities and that is the least-restrictiveenvironment. The least restrictive envi-ronment should be considered first. Someexamples of possible settings are thehome, community and private preschools,family care and child care, Head Start,and State Preschool and play groups.(Descriptions of the programs can befound in Part 3 of this publication, “OtherServices and Support.”)

Service delivery models used inCalifornia are as follows:

• Co-enrolled programs within the sameclassroom environment and co-locatedactivities

• Special education services and desig-nated instruction and services provided

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to children enrolled in publicly fundedprograms, such as State Preschool,Head Start, or General Child Care

• Dual enrollment in a special educationand early education or child careprogram

• Special education and designatedinstruction and services provided tochildren enrolled in private preschoolsand child care settings

• Reverse mainstreaming in a special dayclass that children without disabilitiesattend by invitation

• Special education and designatedinstruction and services provided tochildren in their homes

• Special day class

Inclusive programs provide manybenefits. Parents of children with disabili-ties cite increased involvement in theirchildren’s program; peer modeling; ahigher-level curriculum; and improve-ment in language use, social skills, andoverall development. Learning toleranceand accepting individual differencesbenefit preschoolers who are typicallydeveloping, and the belief that “all chil-dren belong” is supported by the friend-ships that children develop.

Components of successful inclusiveprograms are as follows:

1. Positive attitude of staff membersand parents. Administrators, earlyeducation and special education staffmembers, and families believe in thebenefits of inclusion and have made acommitment to overcome barriersthat may arise.

2. Collaboration. Collaboration existsbetween families and agencies thatoperate programs and services, in-cluding frequent communication,joint commitment to the program,and current signed interagency agree-ments. Staff members and familiesshare a similar vision for inclusion.

3. Parental involvement. Parents areinvolved in planning and implement-ing the inclusion program for theirchildren.

4. Joint planning. Time is set asideregularly for special education andearly childhood staff members andparents of children with special needsto meet, plan the program, and dis-cuss issues that may arise. The ad-ministration supports planning timeas a part of the job assignment ofstaff members.

5. Fiscal support for the model. Admin-istrators identify, gain access to, andallocate the fiscal and human re-sources needed to support the model.

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6. Staffing and support. The Individualswith Disabilities Education Act man-dates that staff members and othersupports—such as equipment, train-ing, and ongoing communication—be in place. Liaison services areneeded between the school and par-ents of children with disabilities toensure procedural safeguards.

7. Staff training. Program staff mem-bers have the knowledge, training,and appropriate credentials issued bythe Commission on TeacherCredentialing that are needed toteach a child with a disability; to de-velop appropriate interventions; topromote positive early childhoodexperiences; and to enhance parent/professional collaboration.

Examples of models of servicedelivery for preschools being used invarious communities throughout Califor-nia are presented in this section and maybe viewed as possible options among arange of services available for children.Some of the programs listed are visitationsites that can be used for staff develop-ment training through the SupportingEarly Education Delivery Systems(SEEDS) Project.

Children with Low-IncidenceDisabilities

Young children who are deaf andvisually impaired are enrolled inall settings, from specialized toinclusive. In an inclusive settingthe children receive instruction andsupport from itinerant teachers of

the visually impaired and deaf and hard ofhearing, orientation and mobility special-ists, and other service providers asneeded. Children who are deaf and visu-ally impaired are also served by Califor-nia Deaf-Blind Services, a federallymandated project serving students frombirth to twenty-two years of age.

In Southern California young chil-dren with visual impairments may beserved by private preschools for thevisually impaired, such as the BlindChildren’s Center. Or they may participatein community preschools, with supportprovided by the Braille Institute and LEAteachers of the visually impaired. InNorthern and Central California, servicesfor visually impaired children may beprovided by the Blind Babies Foundation.In Northern California preschoolers withhearing impairments may attend a dayprogram at the California School for theDeaf in Fremont. Access to peers who donot have a hearing impairment is typicallyprovided through participation in activi-ties with a neighboring communitypreschool.

Collaboration with Head Start

Most preschoolers are served ininclusive preschool settings. InSacramento County the HeadStart program, funded

through the Sacramento Employment andTraining Agency, a grantee, neededfacility space for classrooms. The Sacra-mento County Office of Education negoti-ated with Head Start and provided class-rooms that formerly housed the preschoolspecial day classes. In turn, Head Startagreed to enroll in each class four chil-dren with a wide range of disabilities.Teachers formerly classified as specialday class teachers are now known asitinerant inclusion specialists, and theirstudents are placed in a variety of HeadStart programs. Special education aidesemployed by the county office are as-signed to assist identified children. Trans-portation, a related service, is provided forchildren unable to gain access to thatservice from Head Start. Other designatedinstructional services are provided asidentified and documented in each child’sindividualized education program. Addi-

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tional collaborative options are StatePreschool, preschool programs at commu-nity colleges, and other private andcommunity programs.

Inclusive Private Preschools

Preschoolers with disabilities areserved in integrated settingswhenever possible. The Santa

Barbara County Office ofEducation hires early child-

hood special education teachers to pro-vide itinerant support services to thechildren enrolled in community programsand support to the early childhood staff.In addition, special education aides areplaced in classes with the children. Twoyears ago a lack of preschool optionsexisted in one area of the county. When aprivate child care program was offered forsale, the county office purchased thefacility and now operates it as a profit-making program. A number of spaceswithin the center are allocated to childrenwith disabilities, who are enrolled regard-less of family income. The administration,staff members, and parents are verysupportive and are committed to meetingthe developmental needs of all children.

Collaboration with Child Development

The Los Angeles Unified School Districthas large community child developmentcenters providing state-funded child careprograms that are fully licensed. Pre-school special education services areprovided to eligible children at the sites inspaces that become available during aportion of the day. Many of the childrenare included within other child care centerprograms. The special education staffmembers, working as a part of an educa-tional team for all children, have devel-oped a staff training program called

17Marie Poulsen and Carol Cole, Project Relationship: Creating and Sustaining a Nurturing Community. LosAngeles: Los Angeles Unified School District, Division of Special Education, Infant, and Preschool Programs,1996.

Project Relationship. It provides ongoingsupport, training, and technical assistanceindividualized for each child, building thecapacity of staff members and promotingthe inclusion of all children.17

Preschool Intervention Program

In Shasta County a service deliv-ery model for preschool inter-

vention programs is theResource Education in EarlyChildhood (REECH) pro-

gram. A resource specialist teacher,instructional assistants, speech therapists,psychologists, and nurses providetransdisciplinary instructional servicesand support to children with individual-ized education programs (IEPs) who areenrolled in privately and publicly fundedpreschools and child care programsthroughout the county. Instructionalassistants work under the direction of theresource specialist teacher and speechtherapists to implement activities relatedto goals and objectives identified on eachchild’s IEP. The psychologist instructsparents and assists with behavior inter-vention plans when requested, and thenurse provides follow-up health servicesto children, including developing special-ized health care protocols and makingreferrals to medical personnel.

Preschool Inclusion Program withHead Start

Preschoolers with disabilities areincluded in Head Start classes atthe Duncan Holbert Preschool in

Santa Cruz County. In thisprogram Head Start is al-

lowed to use two classrooms at theDuncan Holbert Preschool in exchangefor collaborating with the program forpreschoolers with significant disabilities.

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The district provides staff members(teacher, instructional assistants, commu-nity liaison, site administrator), who workcollaboratively with Head Start andparticipate in joint staff training.

Home-Based Services

Most programs and services forpreschool-aged children takeplace in a school or in the com-munity. However, for somechildren the most appropriatesetting is the home. Education

Code Section 56441.4(c) states thatservices may be provided in “the child’sregular environment that may include thehome.”

Home-based services may be se-lected as an option for children too medi-cally fragile to participate in a groupsetting. If so, the request for the servicesby the parents and the attending physicianshould be documented.

Because the home-based componentof the preschool program has manybenefits, it should be available as anadditional component for all children whoreceive special education services. Homevisits give parents and professionalsopportunities to discuss the child’s pro-gram and services in a location the familyfinds comfortable. In addition, serviceproviders are able to work with familieson accommodations the child may needand on activities at home that support thegoals of the child’s individualized educa-tion program.

Factors about home visits that shouldbe considered are as follows:

1. Home visits may be made to keep theparents informed of their child’sprogress, have meetings convenientfor parents who do not have reliabletransportation, or deliver an instruc-tional component of the child’s pro-gram.

2. Visits may be scheduled daily,weekly, monthly, or quarterly.

3. The timing of home visits shouldaccommodate hours of availabilityfor parents who are working or at-tending school.(See also the “Home Visits” section

in Part 1, which discusses home-basedservices for infants.)

Each year the Shasta County Officeof Education’s preschool special dayclasses begin two days later than doother programs. During those firsttwo days, teachers schedule homevisits with parents of children en-rolled in their classes. The purposeof the visits is to meet the child andfamily; provide information andanswer questions regarding theprogram, such as scheduling, theschool calendar, transportationschedules, and opportunities forparent participation; and review theservices and goals on the IEP toensure that they are still valid. If aneed exists to change the IEP, teach-ers work with the family to schedulea meeting. The visits establish orreconfirm the link between the homeand the school program and create agreater comfort level for the child andhis or her parents.

Frequency and Intensity ofServices for Preschool Children

The frequency and inten-sity of services are basedon assessed need and areagreed to by the individu-

alized education programteam. No law or regulation

exists as to the type of service to beprovided and its frequency. Speechtherapy, for example, may be providedweekly or up to five days per week in

38

individual or small-group sessions.Children may attend a preschool class oneto five days per week, and the hours ofoperation may run from one hour to a fullday as determined necessary for the child.Factors to consider when determiningfrequency and intensity include (1) thechild’s temperament; (2) the child’sattention span; (3) medical conditions thatmay affect the child’s stamina and fatigue;(4) the child’s developmental or chrono-logical age; (5) family considerations; and(6) the severity of the disability. Allsettings and providers must be consideredwhen determining how to provide ser-vices to meet the child’s needs.

Importance of the PreschoolCurriculum

The curriculum guides preschoolstaff members through “the

processes of planning, imple-menting, and evaluating adevelopmentally appropriate

program.”18 The teacher understands theindividual needs of the children in theprogram and offers a variety of activitiesthat support the developmental rangewithin the program, often using the samematerials according to each child’s ability.Based on a general developmental frame-work, the curriculum embeds individualgoals and objectives in the activities thattake place throughout the day. Goals andobjectives are developed and modified

through initial and ongoing assessmentthat takes place during various programactivities. Many published preschoolcurricula are available that can be used ormodified for young children with disabili-ties. The teacher must grasp the underly-ing concepts that each child needs to learnand understand how children will demon-strate that they have mastered thoseconcepts.

Parents are active partners in theirchild’s education. They should be giveninformation on the sequence of what willbe taught and assisted in understandingthe steps that must be mastered to achievea goal. One way in which program pro-viders can benefit from this partnership isto ask parents to articulate their child’sstrengths so that staff members canunderstand the child’s interests andmotivation. Another benefit of parents’involvement in the learning process is thatthe concepts and skills introduced in oneenvironment are more naturally general-ized in other settings throughout thechild’s day. The achievement of smalladvances along the way to the goal shouldbe acknowledged and celebrated with thefamilies. Helping parents savor thosesuccesses maintains a positive focus andstrengthens the relationship betweenparents and professionals.

Most programs select their curricu-lum from a wide variety of resources,including published curriculum or materi-

18Amy Laura Dombro, Laura J. Colker, and Diane Trister Dodge, The Creative Curriculum for Infants andToddlers. Washington, D.C.: Teaching Strategies, Inc., 1997, p. 6.

Achieving success for all children depends, amongother essentials, on providing a challenging, interest-ing, developmentally appropriate curriculum.

—Sue Bredekamp and Carol CoppleDevelopmentally Appropriate Practice in Early ChildhoodPrograms

39

als developed locally by teachers or otherstaff members. Although any of thosesources can provide an excellent curricu-lum, the curriculum should fit the philoso-phy and meet the program standardsalready developed. In considering thecurriculum for preschoolers, early child-hood special educators must deal withmany of the same general guidelinesdeveloped for infants. Please refer toPart 1 of this document for those guide-lines.

The CONNECTIONS Project isdesigned to instruct and support earlychildhood education staff members andearly childhood special education instruc-tors in implementing developmentallyappropriate practices that will enable allchildren to succeed. The project is guidedby developmentally appropriate inclusivepractice. The principles of such a practiceare embedded in all areas of this curricu-lum and include the following:

• The child as constructor of knowledge• Instruction through a child’s strengths

and interests• Balance between whole-group and

small-group instruction and time forchildren to pursue their own interests

• Access to materials by children

• Instruction in academic skills andresponsibilities within the context ofthe classroom community

• Exploration of concepts in depth• Ongoing embedded assessment that

informs teaching• Natural application of skills and con-

cepts in meaningful contexts• Embedded goals and objectives in

everyday classroom routines and theenvironment

• Development of collaborative responsi-bilities among early childhood staffmembers, special education staffmembers, and families19

No single curriculum package willmeet every need of all the children in aprogram. A variety of approaches, materi-als, and resources should be incorporatedto support a range of learning styles andemploy multiple sensory modalities inmeeting the learning characteristics ofeach child.

Modifications for IndividualNeeds

Most curricula can be adaptedto meet a range of abilities andneeds. Accommodations forchildren with disabilities may

19Ann Carr and Anne Kuschner, CONNECTIONS Project: Learning Communities for All Children. Rohnert Park,Calif.: Sonoma State University, 1997, p. 1-61

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involve (1) modifying the presentation ofthe materials, the materials themselves, orthe environment; (2) using differentinstructional approaches; (3) calling foradditional practice; (4) allowing moretime; or (5) dividing tasks into smallersegments.

Modification may also involveactivities and materials designed for adevelopmental level earlier than thatstated in the curriculum. An analysis ofthe activity enables the specialist todetermine the steps and skills necessary tothe child’s success. Frequently, the role ofthe special educator includes trainingearly childhood teachers, care providers,and parents to modify the existing cur-riculum or the environment in the class-room to allow for positive participation indaily activities. Ongoing assessment andinteraction with the child and familyprovide staff with information needed todetermine whether (1) progress is satis-factory; (2) modifications need to bemade; or (3) the child is ready to move onto more challenging activities.

Specific examples of modificationsfrequently used for preschool-aged chil-dren are as follows:

• An enhanced communication systeminvolving the use of sign language or asystem of pictures or symbols

• Simplified or shortened directions• Additional adult assistance• Adaptation of utensils for feeding• Use of modified tools, such as easy-

grip scissors• Adaptive toys that may be activated by

a variety of switches• Physical assistance for a child to motor

through a task (e.g., “hand-over-hand”for the child with a visual impairment)

• Adaptation of seating furniture, such asa floor sitter for group time or a modi-fied chair at table activities

• Placement of the child in a locationaccessible to the activity taking place

• Environmental modifications; forexample, easy access; unclutteredtraffic patterns; cues to differentiateactivity areas; predictability; ramps;enhanced sound quality; and contrastsin color, size, and texture

• Increased number of models and cues• Development of a picture symbol

system for sequencing events• Provision of additional cues before

making the transition between activities

Transitions

Transitions are an integral partof a preschool curriculum.

Although changingactivities during the dayis often upsetting for

preschool-aged children,thoughtfully planned transitions as a partof the daily routine enhance the likelihoodof an increased number of constructiveactivities and may minimize disruptivebehaviors. Diane Trister Dodge offersseveral suggestions that teachers can useto help ensure smooth transitions betweenactivities. She recommends that teachersshould:

• Give children notice before cleanuptime: “You have time for one morepuzzle” or “There is just enough timeto finish that painting but not to start anew one.”

• Treat cleanup time as an experiencethat is valuable in and of itself andallow enough time so that children willnot feel rushed.

• Involve children in preparing for lunchor snacks and cleaning up after mealsand art activities. Doing so will makesmooth transitions and will teachresponsibility.

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• Provide clear directions and ensure thatexpectations are age-appropriate. Whenroutines are consistent, children willknow what to do on their own.

• Be respectful and flexible when chil-dren are deeply involved in specialprojects or activities.20

Note: Children with disabilities mayneed extra time and modifications duringtransitions. They may also need visual orauditory cues that are consistent.

Transportation Services forPreschool Children

Transportation is a relatedservice for a child who needs itto receive instruction in specialeducation. Ways in which anLEA may provide transportationare to:

• Bus children to and from communityprograms. Busing is the most commonform of transportation. Young childrenmay need car seats, booster seats, orseat belts. And children on the bus mayexperience difficulty in being separatedfrom their parents.

• Facilitate carpools among families.• Contract with a neighboring LEA to

provide bus transportation (e.g., acounty office of education). An agree-ment with a neighboring LEA is fre-quently made when a child must use awheelchair and the LEA lacks theequipment needed to transport the childsafely.

• Gain access to the transportationservice provided by the program thatthe child attends (e.g., Head Start).Such an inclusive approach is recom-mended if a child is able to use theexisting transportation service.

• Pay the parent mileage in lieu ofpayment for bus transportation. Whenmileage is allowed, most LEAs requireproof of automobile insurance, acontract, and monthly mileage formssubmitted by the parent. Such anapproach allows daily contact betweenthe instructional staff and the parentand is beneficial when the programlocation does not have regularly sched-uled bus transportation or the ridewould be too long for the child.

• Use a taxi service or public transporta-tion. The LEA may do so by contract-ing with the company or agency pro-viding the service or by reimbursing thefamily. These options may be the onlyways in which the child can receive agroup service if the LEA is unable toprovide bus transportation.

Family Involvement in thePreschool Years

Family involvement inpreschool supports thefamily-centered approachof early childhood special

education. A family knowsits child best and is able to

share information about the child. Be-cause it supports the child’s learning,family involvement enhances a child’ssuccess in school. Although family in-volvement takes many forms, it is basedon a partnership between home andschool. Service providers should supplyoptions for family involvement andencourage parents to be involved in wayscomfortable for them. Their involvementwill assist their child’s development andprogress.

The CONNECTIONS Project hasidentified key components for creating a

20Diane Trister Dodge and Laura J. Colker, The Creative Curriculum for Early Childhood (Third edition).Washington, D.C.: Teaching Strategies, Inc., 1996, pp. 38–39.

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Table 2-1. Ideas for Parent Involvement Activities in Preschool

Introduce the Concept ofParent Involvement inClassroom Orientations

Maintain DailyTeacher–Parent Contact(essential, especially fornonverbal children)

Teachers may:

• Ask parents to communicate with teachers about activitiesat home.

• Communicate at least one interesting thing the child saidor did (more than “we had a good day”).

• Use journals or notes about what the child did.

Teachers may:

• Solicit parents’ help. Let the parents know they are needed.• Explain the daily schedule.• Discuss the curriculum and the parents’ role in supporting

curriculum objectives.• Distribute and review guidelines for parent participation in

the classroom.• Present opportunities for parent participation in the class-

room, such as:—Helper: Helps with tasks in the classroom or at home—Participant: Works with the child and models

appropriate behavior while children are singing,working on art projects, or eating snacks.

—Observer: Watches the child in the classroom; hasnotepads or clipboard available to jot down questions,comments, and observations

• Allow all families an opportunity to meet one another.• Inform families of opportunities for communication with the

school: telephone, daily journal that travels with the child,conferences with the teacher, home visits.

preschool environment that families willfind inviting. The successful programmust (1) provide opportunities for partici-pation and a welcoming atmosphere;(2) include families in all aspects of theprogram; and (3) anticipate concerns andmake appropriate adaptations. Informa-tion on the curriculum and the physicalenvironment of the classroom should beshared with families, and their comments

should be invited. Educational contentshould be discussed as well as whatefforts will be made to ensure that theinstruction will be flexible and creative.

Examples of activities that staffmembers may suggest and support toencourage parents’ involvement inthe child’s program are presented inTable 2-1.

Source: Handbook on Family Involvement in Early Childhood Special Education Programs. Sacramento:California Department of Education, 1999, pp. 20–21.

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Encourage ParentParticipation in theClassroom

Teachers may:

• Create a welcoming atmosphere by having special“parent” aprons and name tags and introducing the parentto the class.

• Have something always ready for parents to do. Includeboth regular volunteers and last-minute drop-ins. Keep anindex card file of suggestions or post a “wish list” on awall, with ideas, such as the following:—Help individual children.—Prepare materials for projects.—Help with transitions from one activity to the next.—Lead a small-group activity.—Participate with the students in activities.

Encourage ParentParticipation Outsidethe Classroom

Parents may:

• Coordinate a fund-raiser for a special piece of equipmentor a special field trip.

• Prepare materials for a special project.• Coordinate field trips.• Coordinate classroom parties.• Put together a class directory.• Coordinate special events, such as enrichment programs.

Encourage ParentInvolvement at Homewith the Child

Parents may:

• Participate in homework activities.• Follow through on instructions from the teacher.• Consistently provide information and feedback in a daily

journal.

Suggest Other Ideas forParent Participation

Parents may:

• Serve as chaperones on field trips to community events,festivals, and the like.

• Help at special events, programs, children’s art exhibits, andmusic demonstrations at school.

• Go on student-led tours of the classroom and view studentwork during Open House.

• Tell students on Career Day what parents typically do attheir jobs.

• Observe the child in the classroom on Parent ObservationDay (at the beginning or end of a semester). Discuss thechild’s progress with the teacher.

• Join the School Site Council.• Join the PTA.• Attend Parent Education Nights.

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Part 3Other Services and Support

Young children with disabilitiesand their families often need

services and support from avariety of disciplines andagencies. Local educa-tional agencies need to be

familiar with community services so thatthe children and their families can bereferred and supported appropriately. Abrief description of resources common inmost communities follows.

Regional Centers

Twenty-one regional centersthroughout California servedevelopmentally disabledpersons of all ages, children

from birth to three years ofage who are at risk of devel-

opmental disabilities and other eligiblechildren from birth through adulthood. Thecenters act as fixed points of referral toappropriate community resources in health,welfare, and education. Assessment andcase management are provided, includinginformation and referral, coordination withother services, purchase of services whengeneric services are unavailable, clientadvocacy, and development and monitoringof individualized family service plans(IFSPs) for children from birth to three

People acting together as a group canaccomplish things which no individualacting alone could ever hope to bringabout.

—Franklin D. Roosevelt

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years of age or individualized programplans (IPPs) for children more than threeyears of age. Purchased services mayinclude early intervention services (forchildren from birth to three years of age),in-home and out-of-home respite care,assessments to determine eligibility,genetic counseling, family counseling,behavioral intervention, out-of-homeplacement, parent training, special equip-ment, speech therapy, transportation, andmedical and dental services.

California Children Services

California Children Services(CCS) provides therapy forchildren who are experienc-ing medical conditionseligible for those servicesand who are under twenty-

one years of age. CCS also providesmedical services for children whosefamilies meet residential requirements andincome guidelines or whose estimatedout-of-pocket medical expenses exceed 20percent of their adjusted gross income.The program covers many serious medi-cal conditions that can be resolved,improved, or stabilized. Informationregarding eligible conditions can beobtained from CCS. The services pro-vided include the following:

• Diagnostic evaluations for childrenwith suspected eligible conditions

• Treatment, including physicianservices, hospital and surgical care,physical and occupational therapy,laboratory tests, X-rays, access toappliances and equipment, and othernecessary services

• Medical case management, includingreferral to specialists and treatmentcenters; authorization of medicallynecessary services; and follow-up withpublic health and school nurses, socialworkers, and personnel in other agen-cies

• Medical therapy for children with cere-bral palsy and other neuromuscularconditions provided by occupational andphysical therapists

• Diagnostic evaluations and hearing aidsfor children who are hearing impaired.Some children are also provided speechand language therapy for a time whilethey adjust to new hearing aids or arerecovering from surgery for a cleft palate.

Public Health Services

Public health nursing servicesprovide in-home health and

parenting education when otherresources are unavailable. Ser-vices include but are not limited

to the following:

• Training in managing a child’s healthneeds, nutrition, and use of specializedequipment

• Training and assistance in gaining accessto and using other appropriate communityresources

• Evaluating and screening a child’s healthand development

• Monitoring a child’s health status andgrowth

The Child Health and DisabilityPrevention (CHDP) program is a freehealth-screening program for children fromlow-income to moderate-income families.CHDP providers give comprehensiveexaminations, including checkups forgrowth and development, screenings forvision and hearing, laboratory tests,immunizations, complete physicals, andexaminations of teeth and gums. Referralinformation for follow-up treatment isprovided when needed, and some of thecosts for the treatment are covered byCHDP or CCS. A list of CHDP providers ismaintained by county departments of publichealth.

Early and periodic screening, diagno-sis, and treatment (EPSDT) services are the

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child health component of the federalMedicaid program. In California medi-cally necessary diagnostic and treatmentservices are made available to Medi-Cal-eligible beneficiaries under twenty-oneyears of age, even though the services arenot covered under Medi-Cal for otherbeneficiaries.

Screening services must include thecompiling of a comprehensive health anddevelopmental history, including anassessment of the person’s physical andmental health. Other services include thefollowing:

• Dental services, including restorationof teeth and maintenance of dentalhealth

• Hearing services, including provisionof hearing aids and batteries

• Vision services, including provision ofeyewear

• Other necessary health care diagnosticservices and treatment covered byMedicaid to correct or improve ill-nesses or conditions identified in thescreening

• Assistance with transportation andscheduling for appointments

Note: Some health-related servicesidentified in a child’s IFSP may be paidfor with EPSDT funds.

Mental Health Services

The county mental health depart-ment should provide a compre-hensive program—includingscreening, evaluation, andtreatment services—for childrenfrom birth to eighteen years of

age who are experiencing severe emo-tional disturbances and their families.Treatment services may include indi-vidual or group counseling, family coun-seling, psychiatric services, and parentingassistance. Case-management servicesinclude referral, advocacy, and coordina-

tion with other community resources andservices. Eligibility is based on the prior-ity of need and on an identified severeemotional disturbance presenting symp-toms of such urgency medically that theyare interfering with the proper functioningof the family. Access is provided throughthe county mental health agency.

Head Start Programs

Head Start programs exist in manycommunities. These federallyfunded programs are designed to

serve families living at or belowthe federal poverty level. They areoperated by a variety of agencies,

including private agencies (e.g., commu-nity action programs), county govern-ments (e.g., board of supervisors), orschool districts (including county officesof education and LEAs).

Head Start programs serve specificgeographic areas. Although they operateunder specific federally regulated perfor-mance standards, they also have a greatdeal of autonomy as to enrollment priori-ties. All Head Start programs are, how-ever, required to make at least 10 percentof their enrollment opportunities availableto children with disabilities. Some pro-grams open their doors to children withdisabilities whose families have incomesabove the federal poverty guidelines;others restrict their enrollment to childrenwhose families meet the poverty guide-lines and the enrollment priorities adoptedby the programs.

Head Start programs provide childdevelopment services and a range ofcomprehensive services, including medi-cal, dental, and nutritional services;mental health services; and parent educa-tion and support. Preschool programs canbe provided for children from three to fiveyears of age through center-based orhome-visiting programs. In some areasthere are also Migrant Head Start pro-

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grams for children of seasonal workers.Increasingly, Head Start programs areworking with other child care providers tooffer full-day child care and year-roundservices. Although four-year-olds aregiven priority, three-year-olds are alsoserved in some areas.

Early Head Start programs areexpanding quickly but are not available inall communities. They serve pregnantwomen, children from birth to age three,and their families. Many Early Head Startprograms also serve specifically targetedpopulations, such as teenage parents. Allthe programs have available to them thefull array of Head Start services. EarlyHead Start programs are mandated tooperate under the provisions of Part C ofthe Individuals with Disabilities Educa-tion Act (IDEA) and to collaborate in thedevelopment and implementation ofIFSPs for infants and toddlers with dis-abilities and their families.

Child Development Programs

Programs funded through theChild Development Division,California Department of Edu-

cation, are described as follows:

California State Preschool Programs

California State Preschool programsprovide an enriched environment at anearly age to benefit children’s intellectual,

physical, emotional, and social develop-ment. Designed for children three to fiveyears of age whose families meet incomeeligibility requirements, the programsoperate during a part of each day for 175days per year. Because parent participationis a recommended component, they focuson both children and parents.

Children are enrolled in the programsaccording to need, which is defined as “atrisk of abuse or neglect,” and according toincome eligibility. Families with the lowestper-capita income are served first. Addi-tional priorities may be established by localoperators to include children with specialneeds. Transportation may be provided bythe LEA if it is required by the child’s IEP.

General Child Care (Child DevelopmentProgram)

General Child Care services areprovided by center-based programs orfamily child care networks. The programsare administered by school districts, countyoffices of education, other public agencies,and private nonprofit agencies. Center-based programs are operated full time, 248days per year. Family child care networksusually provide services not only duringregular work hours but also in the eveningsand on weekends. Both types of programsprovide an enriched developmental pro-gram and a safe environment. Childrenfrom birth to fourteen years of age may be

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enrolled in General Child Care according totheir families’ income eligibility and thechildren’s needs. If the parents are living inthe home, they must be employed, beenrolled in job training or a school, or beunable to provide care for their child. Needis defined here as “at risk of abuse orneglect.” Children from families with thelowest per-capita income are served first.Additional priorities may be established bylocal operators to include children withspecial needs. Parents may be required topay a portion of the cost of child careaccording to family size and gross income.Transportation is not provided.

California School Age Families Education(Cal-SAFE) Program

The Cal-SAFE Program—a comprehensive,community-linked, school-based programfor pregnant students, students who areparents, and their children—began in July2000. The program is designed to increasethe availability of support services that arenecessary to assist enrolled students inimproving their academic achievement andparenting skills and to provide them with aquality child care and development programfor their children. Administered by theLearning Support and Partnerships Divi-sion, California Department of Education,the Cal-SAFE Program replaces the Preg-nant Minors Program (PMP); the SchoolAge Parenting and Infant Development(SAPID) program; and the Pregnant andLactating Students (PALS) program.

California Child Care Resource andReferral Network

Every California county hasat least one child care re-source and referral network,which may be operated by

the county office of educa-tion, a school district, or a

private nonprofit entity. Activities of thenetwork may include:

1. Supporting families in the most impor-tant roles of nurturing their childrenand balancing demands of family andwork

2. Compiling, analyzing, and sharinginformation with parents, child careproviders, and communities

3. Supporting persons and programs thatcare for children

4. Building connections in communitiesand states to create appropriate policieson family and children issues and togenerate additional resources for childcare

Services provided by the child careresource and referral network includelinking families with child care providers.Many also operate a book and toy lendinglibrary open to the public.

Alternative Payment Program

The Alternative Payment Program pays forthe full or partial cost of child care servicesfor families with demonstrated need andeligibility. Parents may select from differenttypes of care, including licensed centers orpreschools and licensed family child carehomes. License-exempt care may also beselected if the provider has been registeredthrough the Trustline (a fingerprint or child-abuse index check provided through thelocal resource and referral agency) or if thecare is provided by a grandparent, an aunt,or an uncle for children from a singlefamily only. The parents may be required topay a portion of the cost of child careaccording to family size, gross monthlyincome, and hours per week of care.

Other Preschool Options

Other options for child care forpreschool children include co-oppreschools, parent participation

preschool classes, communitycollege child care schools, and

private preschools. Some or all may not beavailable in certain areas of the state.

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Co-op Preschools

Parent cooperative preschools formed inmany areas of the state can provide anenrichment program for children at areasonable cost. Sometimes they areestablished in cooperation with acommunity college. Because parentinvolvement is emphasized, parents areusually required to work in the classroomor provide assistance in other ways tosupport the successful operation of theprogram.

Parent Participation Preschool Classes

Parent participation classes may beconducted by the adult educa-

tion program operated bymany school districts. Theseclasses allow parents or

caregivers to participate with their child ina developmentally appropriate preschoolprogram. A variety of other classes maybe offered throughout the week in addi-tion to the parenting classes. Parentparticipation is more frequent whenyounger children are involved. As theyapproach kindergarten age, children aregiven more opportunities to meet in largergroups without their parents. A minimalparticipation fee is usually charged.

Child Care Laboratory Preschools

Many community colleges and statecolleges and universities offer training inearly childhood education. A part of theprogram consists of on-site training in achild care laboratory preschool. One ormore classrooms enrolling the children ofcollege students or community membersmay be operated. In addition, manycommunity colleges operate child careprograms. Funding for those programsand facilities is allocated by the ChildDevelopment Division, California Depart-ment of Education. Generally, a fee ischarged, although a variable-rate paymentschedule based on income may also be

offered. (Families may also obtain fund-ing for child care through the AlternativePayment program.)

Private Preschools

Some communities have privatepreschools that are usually ownedand operated by individuals,

churches, or private companies,including those sponsored byemployers for the families of their

employees. The philosophy and trainingof the owners are reflected in thepreschool’s policies and procedures,which may follow established curricula,such as those sponsored by High Scope orMontessori. Any public or private pre-school may participate in an accreditationprogram offered by the National Associa-tion for the Education of Young Children.Some private preschools may be affiliatedwith programs that provide assistance orscholarships to children with specialneeds. Information about such matters canbe obtained through the local resource andreferral agency.

Family Child Care Homes

A large number of family childcare homes licensed by theCalifornia Department ofSocial Services can be foundin California, many ofwhich offer an established

preschool curriculum that serves thechildren for a part of the day. The provid-ers may serve a mix of children rangingfrom infancy to school age. The numberof children who may attend the home andthe number and training requirements ofadults are governed by the child carelicense. Providers set their own rates forchild care services. A list of providers canbe obtained through the local resource andreferral agency.

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Lisbeth B. Schorr, social analyst,has studied programs throughout the country for children and

families to determine how tosustain or expand successfulprograms. In her book Com-

mon Purpose, she lists sevenattributes of highly effective

programs that can be employedin any child care program:

1. Successful programs are comprehensive,flexible, responsive, and persevering. . . .

2. Successful programs see children in the con-text of their families. . . .

3. Successful programs deal with families asparts of neighborhoods and communities. . . .

4. Successful programs have a long-term, pre-ventive orientation, a clear mission, andcontinue to evolve over time. . . .

5. Successful programs are well managed bycompetent and committed individuals withclearly identifiable skills. . . .

6. Staffs of successful programs are trained andsupported to provide high-quality, responsiveservices. . . .

7. Successful programs operate in settingsthat encourage practitioners to build strongrelationships based on mutual trust andrespect. . . .22

Conclusion

22Lisbeth B. Schorr, Common Purpose: Strengthen-ing Families and Neighborhoods to Rebuild America.New York: Doubleday, 1997, pp. 5–12.

It is good to have an end to journeytowards, but it is the journey thatmatters in the end.

—Ursula K. le Guinn

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California is defined by the diversityof the people and communities within thestate. To be effective, special educationprograms and services for children frombirth through five years of age and theirfamilies must acknowledge and celebratea wide variety of individual differences.Within the framework of federal and statelaw, room exists for creativity in howprograms and services are delivered.Examining existing services and gatheringcomments from families and communityagencies provide local educational agen-cies the information they need to enhanceand develop quality programs and ser-vices responsive to the needs of childrenand their families in their community.

The series of handbooks on earlychildhood special education was devel-oped to assist local educational agencies

on their journey toward excellence indelivering early childhood programs andservices. This particular handbook waswritten to support administrators andspecialists as they create, implement, andprovide direct services to children andfamilies. No specific formula for provid-ing these services exists. As families andchildren vary, so do the programs andindividuals who support them; however,successful programs share “commonpurpose” and common threads. TheHandbook on Developing and Implement-ing Early Childhood Special EducationPrograms and Services offers a frame-work and guiding principles, but it is thepractitioner’s task to weave the commonthreads throughout his or her programs,knowing that the journey will take twistsand turns while the goal remains constant.

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Appendix APertinent Legal Citations

The following sections of the Code ofFederal Regulations pertain to thishandbook. These sections can be

found in Part 303—Early InterventionProgram for Infants and Toddlers withDisabilities, Authority 20 USC, 1431–1445,unless otherwise noted:

Section 303.1 Purpose of the early inter-vention program for infants and toddlerswith disabilities.

The purpose of this part is to provide finan-cial assistance to States to—

(a) Maintain and implement a statewide,comprehensive, coordinated, multidisciplin-ary, interagency system of early interventionservices for infants and toddlers with disabili-ties and their families;

(b) Facilitate the coordination of payment forearly intervention services from Federal,State, local, and private sources (includingpublic and private insurance coverage);

(c) Enhance the States’ capacity to providequality early intervention services and expandand improve existing early interventionservices being provided to infants and tod-dlers with disabilities and their families; and

(d) Enhance the capacity of State and localagencies and service providers to identify,evaluate, and meet the needs of historicallyunderrepresented populations, particularlyminority, low-income, inner-city, and ruralpopulations.

Section 303.12 Early intervention services.

(a) General. As used in this part, early inter-vention services means services that—

(1) Are designed to meet the developmentalneeds of each child eligible under this part

and the needs of the family related to enhanc-ing the child’s development;

(2) Are selected in collaboration with theparents;

(3) Are provided—

(i) Under public supervision;

(ii) By qualified personnel, as defined inSection 303.21, including the types of person-nel listed in paragraph (e) of this section;

(iii) In conformity with an individualizedfamily service plan; and

(iv) At no cost, unless, subject to Section303.520(b)(3), Federal or State law providesfor a system of payments by families, includ-ing a schedule of sliding fees; and

(4) Meet the standards of the State, includingthe requirements of this part.

(b) Natural environments. To the maximumextent appropriate to the needs of the child,early intervention services must be providedin natural environments, including the homeand community settings in which childrenwithout disabilities participate.

(c) General role of service providers. To theextent appropriate, service providers in eacharea of early intervention services included inparagraph (d) of this section are responsiblefor—

(1) Consulting with parents, other serviceproviders, and representatives of appropriatecommunity agencies to ensure the effectiveprovision of services in that area;

(2) Training parents and others regarding theprovision of those services; and

(3) Participating in the multidisciplinaryteam’s assessment of a child and the child’s

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family, and in the development of integratedgoals and outcomes for the individualizedfamily service plan.

(d) Types of services; definitions. Followingare types of services included under “earlyintervention services,” and, if appropriate,definitions of those services:

(1) Assistive technology device means anyitem, piece of equipment, or product system,whether acquired commercially off the shelf,modified, or customized, that is used toincrease, maintain, or improve the functionalcapabilities of children with disabilities.Assistive technology service means a servicethat directly assists a child with a disability inthe selection, acquisition, or use of anassistive technology device. Assistive tech-nology services include—

(i) The evaluation of the needs of a child witha disability, including a functional evaluationof the child in the child’s customary environ-ment;

(ii) Purchasing, leasing, or otherwise provid-ing for the acquisition of assistive technologydevices by children with disabilities;

(iii) Selecting, designing, fitting, customizing,adapting, applying, maintaining, repairing, orreplacing assistive technology devices;

(iv) Coordinating and using other therapies,interventions, or services with assistivetechnology devices, such as those associatedwith existing education and rehabilitationplans and programs;

(v) Training or technical assistance for a childwith disabilities or, if appropriate, that child’sfamily; and

(vi) Training or technical assistance forprofessionals (including individuals providingearly intervention services) or other individu-als who provide services to or are otherwisesubstantially involved in the major lifefunctions of individuals with disabilities.

(2) Audiology includes—

(i) Identification of children with auditoryimpairment, using at-risk criteria and appro-priate audiologic screening techniques;

(ii) Determination of the range, nature, anddegree of hearing loss and communication

functions, by use of audiological evaluationprocedures;

(iii) Referral for medical and other servicesnecessary for the habilitation or rehabilitationof children with auditory impairment;

(iv) Provision of auditory training, auralrehabilitation, speech reading and listeningdevice orientation and training, and otherservices;

(v) Provision of services for prevention ofhearing loss; and

(vi) Determination of the child’s need forindividual amplification, including selecting,fitting, and dispensing appropriate listeningand vibrotactile devices, and evaluating theeffectiveness of those devices.

(3) Family training, counseling, and homevisits means services provided, as appropriate,by social workers, psychologists, and otherqualified personnel to assist the family of achild eligible under this part in understandingthe special needs of the child and enhancingthe child’s development.

(4) Health services (See Section 303.13).

(5) Medical services only for diagnostic orevaluation purposes means services providedby a licensed physician to determine a child’sdevelopmental status and need for earlyintervention services.

(6) Nursing services includes—

(i) The assessment of health status for thepurpose of providing nursing care, includingthe identification of patterns of humanresponse to actual or potential health prob-lems;

(ii) Provision of nursing care to prevent healthproblems, restore or improve functioning, andpromote optimal health and development; and

(iii) Administration of medications, treat-ments, and regimens prescribed by a licensedphysician.

(7) Nutrition services includes—

(i) Conducting individual assessments in—

(A) Nutritional history and dietary intake;

(B) Anthropometric, biochemical, and clinicalvariables;

54

(C) Feeding skills and feeding problems; and

(D) Food habits and food preferences;

(ii) Developing and monitoring appropriateplans to address the nutritional needs ofchildren eligible under this part, based on thefindings in paragraph (d)(7)(i) of this section;and

(iii) Making referrals to appropriate commu-nity resources to carry out nutrition goals.

(8) Occupational therapy includes services toaddress the functional needs of a child relatedto adaptive development, adaptive behaviorand play, and sensory, motor, and posturaldevelopment. These services are designed toimprove the child’s functional ability toperform tasks in home, school, and commu-nity settings, and include—

(i) Identification, assessment, and interven-tion;

(ii) Adaptation of the environment, andselection, design, and fabrication of assistiveand orthotic devices to facilitate developmentand promote the acquisition of functionalskills; and

(iii) Prevention or minimization of the impactof initial or future impairment, delay indevelopment, or loss of functional ability.

(9) Physical therapy includes services toaddress the promotion of sensorimotorfunction through enhancement of musculo-skeletal status, neurobehavioral organization,perceptual and motor development, cardiopul-monary status, and effective environmentaladaptation. These services include—

(i) Screening, evaluation, and assessment ofinfants and toddlers to identify movementdysfunction;

(ii) Obtaining, interpreting, and integratinginformation appropriate to program planningto prevent, alleviate, or compensate formovement dysfunction and related functionalproblems; and

(iii) Providing individual and group servicesor treatment to prevent, alleviate, or compen-sate for movement dysfunction and relatedfunctional problems.

(10) Psychological services includes—

(i) Administering psychological and develop-mental tests and other assessment procedures;

(ii) Interpreting assessment results;

(iii) Obtaining, integrating, and interpretinginformation about child behavior, and childand family conditions related to learning,mental health, and development; and

(iv) Planning and managing a program ofpsychological services, including psychologi-cal counseling for children and parents,family counseling, consultation on childdevelopment, parent training, and educationprograms.

(11) Service coordination services meansassistance and services provided by a servicecoordinator to a child eligible under this partand the child’s family that are in addition tothe functions and activities included underSection 303.23.

(12) Social work services includes—

(i) Making home visits to evaluate a child’sliving conditions and patterns of parent-childinteraction;

(ii) Preparing a social or emotional develop-mental assessment of the child within thefamily context;

(iii) Providing individual and family-groupcounseling with parents and other familymembers, and appropriate social skill-building activities with the child and parents;

(iv) Working with those problems in a child’sand family’s living situation (home, commu-nity, and any center where early interventionservices are provided) that affect the child’smaximum utilization of early interventionservices; and

(v) Identifying, mobilizing, and coordinatingcommunity resources and services to enablethe child and family to receive maximumbenefit from early intervention services.

(13) Special instruction includes—

(i) The design of learning environments andactivities that promote the child’s acquisitionof skills in a variety of developmental areas,including cognitive processes and socialinteraction;

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(ii) Curriculum planning, including theplanned interaction of personnel, materials,and time and space, that leads to achievingthe outcomes in the child’s individualizedfamily service plan;

(iii) Providing families with information,skills, and support related to enhancing theskill development of the child; and

(iv) Working with the child to enhance thechild’s development.

(14) Speech-language pathology includes—

(i) Identification of children with communi-cative or oropharyngeal disorders and delaysin development of communication skills,including the diagnosis and appraisal ofspecific disorders and delays in those skills;

(ii) Referral for medical or other professionalservices necessary for the habilitation orrehabilitation of children with communicativeor oropharyngeal disorders and delays indevelopment of communication skills; and

(iii) Provision of services for the habilitation,rehabilitation, or prevention of communica-tive or oropharyngeal disorders and delays indevelopment of communication skills

(15) Transportation and related costs in-cludes the cost of travel (e.g., mileage, ortravel by taxi, common carrier, or othermeans) and other costs (e.g., tolls and parkingexpenses) that are necessary to enable a childeligible under this part and the child’s familyto receive early intervention services.

(16) Vision services means—

(i) Evaluation and assessment of visualfunctioning, including the diagnosis andappraisal of specific visual disorders, delays,and abilities;

(ii) Referral for medical or other professionalservices necessary for the habilitation orrehabilitation of visual functioning disorders,or both; and

(iii) Communication skills training, orienta-tion and mobility training for all environ-ments, visual training, independent livingskills training, and additional training neces-sary to activate visual motor abilities.

(E) Qualified personnel. Early interventionservices must be provided by qualifiedpersonnel, including—

(1) Audiologists;

(2) Family therapists;

(3) Nurses;

(4) Nutritionists;

(5) Occupational therapists;

(6) Orientation and mobility specialists;

(7) Pediatricians and other physicians;

(8) Physical therapists;

(9) Psychologists;

(10) Social workers;

(11) Special educators; and

(12) Speech and language pathologists.

Section 303.16 Infants and toddlers withdisabilities.

(a) As used in this part, infants and toddlerswith disabilities means individuals from birththrough age two who need early interventionservices because they—

(1) Are experiencing developmental delays,as measured by appropriate diagnosticinstruments and procedures, in one or more ofthe following areas:

(i) Cognitive development.

(ii) Physical development, including visionand hearing.

(iii) Communication development.

(iv) Social or emotional development.

(v) Adaptive development; or

(2) Have a diagnosed physical or mentalcondition that has a high probability ofresulting in developmental delay.

(b) The term may also include, at a State’sdiscretion, children from birth through agetwo who are at risk of having substantialdevelopmental delays if early interventionservices are not provided.

Section 303.17 Multidisciplinary.

As used in this part, multidisciplinary meansthe involvement of two or more disciplines or

56

professions in the provision of integrated andcoordinated services, including evaluationand assessment activities in Section 303.322and development of the IFSP in Section303.342.

Section 303.23 Service coordination (casemanagement).

(a) General. (1) As used in this part, except inSection 303.12(d)(11), service coordinationmeans the activities carried out by a servicecoordinator to assist and enable a childeligible under this part and the child’s familyto receive the rights, procedural safeguards,and services that are authorized to be pro-vided under the State’s early interventionprogram.

(2) Each child eligible under this part and thechild’s family must be provided with oneservice coordinator who is responsible for—

(i) Coordinating all services across agencylines; and

(ii) Serving as the single point of contact inhelping parents to obtain the services andassistance they need.

(3) Service coordination is an active, ongoingprocess that involves—

(i) Assisting parents of eligible children ingaining access to the early interventionservices and other services identified in theindividualized family service plan;

(ii) Coordinating the provision of earlyintervention services and other services (suchas medical services for other than diagnosticand evaluation purposes) that the child needsor is being provided;

(iii) Facilitating the timely delivery of avail-able services; and

(iv) Continuously seeking the appropriateservices and situations necessary to benefitthe development of each child being servedfor the duration of the child’s eligibility.

(b) Specific service coordination activities.Service coordination activities include—

(1) Coordinating the performance of evalua-tions and assessments;

(2) Facilitating and participating in thedevelopment, review, and evaluation ofindividualized family service plans;

(3) Assisting families in identifying availableservice providers,

(4) Coordinating and monitoring the deliveryof available services;

(5) Informing families of the availability ofadvocacy services;

(6) Coordinating with medical and healthproviders; and

(7) Facilitating the development of a transi-tion plan to preschool services, if appropriate.

(c) Employment and assignment of servicecoordinators.

(1) Service coordinators may be employed orassigned in any way that is permitted underState law, so long as it is consistent with therequirements of this part.

(2) A State’s policies and procedures forimplementing the statewide system of earlyintervention services must be designed andimplemented to ensure that service coordina-tors are able to effectively carry out on aninteragency basis the functions and serviceslisted under paragraphs (a) and (b) of thissection.

(d) Qualifications of service coordinators.Service coordinators must be persons who,consistent with Section 303.344(g), havedemonstrated knowledge and understandingabout—

(1) Infants and toddlers who are eligibleunder this part;

(2) Part C of the Act and the regulations inthis part; and

(3) The nature and scope of services availableunder the State’s early intervention program,the system of payments for services in theState, and other pertinent information.

The following sections of the United StatesCode, Title I—Amendment to the Individualswith Disabilities Education Act pertain topreschool:

57

Section 1401. Definitions.

(3) Child with a disability.—

(A) In general.—The term “child with adisability” means a child—

(i) with mental retardation, hearing impair-ments (including deafness), speech or lan-guage impairments, visual impairments(including blindness), serious emotionaldisturbance (hereinafter referred to as “emo-tional disturbance”), orthopedic impairments,autism, traumatic brain injury, other healthimpairments, or specific learning disabilities;and

(ii) who, by reason thereof, needs specialeducation and related services.

Section 1412. State eligibility.

(a) In general.—A State is eligible for assis-tance under this part for a fiscal year if theState demonstrates to the satisfaction of theSecretary that the State has in effect policiesand procedures to ensure that it meets each ofthe following conditions:

(5) Least restrictive environment.—

(A) In general.—To the maximum extentappropriate, children with disabilities, includ-ing children in public or private institutions orother care facilities, are educated with chil-dren who are not disabled, and specialclasses, separate schooling, or other removalof children with disabilities from the regulareducational environment occurs only whenthe nature or severity of the disability of achild is such that education in regular classeswith the use of supplementary aids andservices cannot be achieved satisfactorily.

Section 1414. Evaluations, eligibilitydeterminations, individualized educationprograms, and educational placements.

(d) Individualized education programs.—

(1) Definitions.—As used in this title:

(A) Individualized education program.—Theterm “individualized education program” or“IEP” means a written statement for each

child with a disability that is developed,reviewed, and revised in accordance with thissection and that includes—

(i) a statement of the child’s present levels ofeducational performance, including—

(I) how the child’s disability affects thechild’s involvement and progress in thegeneral curriculum; or

(II) for preschool children, as appropriate,how the disability affects the child’s participa-tion in appropriate activities;

(ii) a statement of measurable annual goals,including benchmarks or short-term objec-tives, related to—

(I) meeting the child’s needs that result fromthe child’s disability to enable the child to beinvolved in and progress in the generalcurriculum; and

(II) meeting each of the child’s other educa-tional needs that result from the child’sdisability;

(iii) a statement of the special education andrelated services and supplementary aids andservices to be provided to the child, or onbehalf of the child, and a statement of theprogram modifications or supports for schoolpersonnel that will be provided for thechild—

(I) to advance appropriately toward attainingthe annual goals;

(II) to be involved and progress in the generalcurriculum in accordance with clause (i) andto participate in extracurricular and othernonacademic activities; and

(III) to be educated and participate with otherchildren with disabilities and nondisabledchildren in the activities described in thisparagraph;

(iv) an explanation of the extent, if any, towhich the child will not participate withnondisabled children in the regular class andin the activities described in clause (iii).

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Excellent resources are available to assist staff in improving the quality ofprograms. Many of these resources are projects funded through California stateagencies. Other resources, such as professional organizations and researchjournals, provide a rich source of written materials or consultant services toassist programs. Some are identified in this appendix. The descriptions aretaken from information provided by the project or organization.

CalSTAT

The California Services for TechnicalAssistance and Training (CalSTAT)program is offered by the CaliforniaInstitute on Human Services at SonomaState University and is also a specialproject of the Special Education Division,California Department of Education. Inaddition to regularly scheduled trainings,CalSTAT provides professionals andfamilies with customized technical assis-tance, leadership and system changesupport, and Internet resources. To contactCalSTAT, telephone (707) 206-0533 orvisit the Web site <http://www.sonoma.edu/cihs/calstat/calstat.html>.

CONNECTIONS: LearningCommunities for All Children

The CONNECTIONS Project is aninnovative and individualized in-servicetraining model that is designed for staffmembers of early childhood specialeducation and early childhood programs.In response to current and emerging needsof professionals, children, and families,CONNECTIONS combines research and

information on quality practices fromearly childhood education and earlychildhood special education. The ap-proach to supporting administrators,educators, and family members incorpo-rates a model of interagency and cross-discipline training combined with on-sitefollow-up and technical assistance. Forinformation contact the California Insti-tute on Human Services (CIHS), SonomaState University, by telephoning (707)664-2416.

Diagnostic Centers

Diagnostic Centers of the CaliforniaDepartment of Education provide high-quality, individualized diagnostic servicesto special education students, their fami-lies, and school districts. The telephonenumbers of the centers, which are locatedin Southern, Central, and Northern Cali-fornia, are as follows:

• Los Angeles: (323) 222-8090• Fresno: (559) 445-5982• Fremont: (510) 794-2500

Expert interdisciplinary teams ofdiagnostic professionals, including educa-

Appendix BResources for Technical Assistance

59

tion specialists, speech/language special-ists, transition specialists, school psy-chologists, clinical psychologists, pedia-tricians, and motor skill specialists,address the unique needs of childrenenrolled in special education programsthroughout California. Referrals for anassessment of an eligible student must bemade by the child’s school district orcounty office of education.

School district special educationadministrators, SELPA directors, andcounty office special education adminis-trators may request technical assistanceand professional staff developmentservices. Diagnostic services are providedat no charge.

NAEYC

The National Association for the Educa-tion of Young Children offers manycurriculum resources, including informa-tion on the Reggio Emelia model and theproject approach. NAEYC is located inWashington, D.C., and has state and localaffiliates. The NAEYC catalog is avail-able on the Internet at <http://www.naeyc.org>.

NECTAS

NECTAS stands for the National EarlyChildhood Technical Assistance Systemin Chapel Hill, North Carolina. Docu-ments on assessment and evaluation maybe viewed on the NECTAS Web site<http://www.nectas.unc.edu>. To orderdocuments, telephone (919) 962-2001.

Project EXCEPTIONAL

The goal of this project is to train staff toinclude young children with disabilities(from birth to five years of age) in com-munity child care settings. During the pastfew years, an extensive trainer-of-trainersmodel has been used to disseminate thisinformation throughout the state. Project

EXCEPTIONAL trainings are nowconducted through the community collegesystem. Information regarding trainingopportunities can be obtained by contact-ing the early childhood education depart-ment of the local community college.Project EXCEPTIONAL: A Guide forTraining and Recruiting Child CareProviders to Serve Young Children withDisabilities, a two-volume trainingmanual, is available for purchase (see“Selected References”).

Project Support

Initiated in 1997, Project Support was athree-year project funded by the U.S.Office of Education and Rehabilitation.Project participants developed a modeland materials for training early childhoodspecial educators to effectively supportyoung toddlers and preschoolers in inclu-sive group settings. Project Supportparticipants also developed a handbookthat serves as a guide and resource forinclusion support providers as well as forthe early childhood educator. The hand-book recommends methods and activitiesto support inclusive practices, offers basicinformation about disabilities, and con-tains training handouts and referral re-sources. For more information aboutProject Support, telephone (323)-343-4400.

Region IX, Quality Improvementfor Disabilities Services, HeadStart

Located at the California Institute ofHuman Services, Sonoma State Univer-sity, Quality Improvement for DisabilitiesServices supports Head Start programsthroughout Region IX by providingquality services to children with disabili-ties and their families. Consultants pro-vide technical assistance in developingstate and local interagency agreements,

60

developing and implementing disabilitiesservice plans, and visiting Head Startgrantees on site on request. In addition,the project provides training on requestedtopics and develops and disseminatesresource materials. The office address isCIHS, Sonoma State University, 1801 E.Cotati Ave., Rohnert Park, CA 94928;telephone (707) 664-2416; e-mail<cihsweb@sonoma.edu>.

Special Education EarlyChildhood AdministratorsProject

The Special Education Early ChildhoodAdministrators Project (SEECAP) is aproject of the California Department ofEducation, Special Education Division,and the HOPE Infant and Family SupportProgram, San Diego County Office ofEducation. The project sponsors symposiaannually for experienced and emergingleaders and administrators in the field ofearly childhood special education. Ses-sions are held in the northern and south-ern areas of the state. The symposia covera wide range of topics, including forumson current issues in the field, funding,updates on laws and regulations, andexemplary program models. Attendeesreceive a variety of written material andresources that support each session.Additional information may be obtainedby telephoning (760) 736-6310.

Supporting Early EducationDelivery Systems Project

The Supporting Early Education DeliverySystems (SEEDS) Project is fundedthrough the California Department ofEducation, Special Education Division,and is coordinated by the SacramentoCounty Office of Education. Its mission isto provide technical assistance to earlychildhood special education programsthrough a network of consultants and

visitation sites. The SEEDS Project isdesigned for administrators, staff, andfamilies involved in early childhoodspecial education programs in localeducational agencies. The priorities fortechnical assistance have been establishedin cooperation with the California Depart-ment of Education.

Support activities include individualconsultation on site or by telephone,small- and large-group training, programassessment and recommendations, referralto other resources or programs, help inarranging trips to visitation sites, identifi-cation of print or audiovisual materials, orhelp in providing or arranging for speak-ers as a part of a conference or workshop.Areas of technical assistance include butare not limited to natural and least-restric-tive environments; assessment and evalu-ation; collaboration with families; curricu-lum, IFSP, and IEP development andimplementation; interagency collabora-tion; development of educational pro-grams pertinent to specific disabilities;referral and intake; and information onservice delivery models, staffing models,systems change, and transitions to otherprograms. For more information or torequest technical assistance, telephone(916) 228-2379.

WestEd/California EarlyIntervention TechnicalAssistance Network

The WestEd/California Early InterventionTechnical Assistance Network (WestEd/CEITAN) is contracted through theCalifornia Department of DevelopmentalServices (DDS) to ensure a comprehen-sive system of personnel development.Each year DDS hosts Early Start state-wide institutes titled “Building Blocks forEarly Start: Supporting the ProfessionalDevelopment of Persons Who ServeInfants and Toddlers with Special Needs

61

and Their Families.” These institutes areorganized into five seminar groups asfollows: Core I: Supporting the Develop-ment of Infants and Toddlers with SpecialNeeds; Core II: Meeting the Needs ofChildren with Specific DevelopmentalCharacteristics; Core III: Putting It AllTogether; Core IV: Celebrating andSupporting Service Coordinators; andCore IV Advanced: Advanced Trainingfor Service Coordinators. Flyers regardingthese training opportunities are widelydisseminated to SELPAs.

In addition, WestEd/CEITAN givesscholarships and training grants to provid-ers of early intervention direct services forpersonnel development: scholarships toattend conferences or other trainings;scholarships for college course work;grants for local training events; and start-up grants to establish Early Start person-nel development programs or innovativesystems change. For information regard-ing WestEd/CEITAN activities, telephone(916) 492-9999.

62

Appendix CExamples of Community-BasedEnvironments

The section titled “Learning Envi-ronments” in Part 1 of this publi-cation provides guidelines fordesigning program environ-

ments, including suggestionson safety and health, light and

color, traffic patterns, andmaterials. Appendix C presents examplesof community-based classrooms that weredeveloped collaboratively by staff mem-bers of SEEDS visitation sites. Theexamples are not meant to be definitivebut provide a framework for individualprogram design. Additional informationabout designing environments for youngchildren is available in Infant/ToddlerCaregiving: A Guide to Setting Up Envi-ronments (see “Selected References”).

Community environments for pre-school children are shown. Vinyl andcarpeted areas are designated to enhancequiet play and “soft” spaces. Floor cover-ings selected should be easy to clean inareas where messy activities (such aseating and art) may take place. Furnish-

ings may be placed in a classroom for aperiod of time and then removed. Theenvironment may, at different times,include such items as a sand/water playtable; small, indoor tents for quiet spaces;large pillows; and beanbag chairs. Theseitems can be easily moved to another areain the classroom. The dramatic play areais especially flexible, with materials for a“store,” “beauty shop,” and “doctor’soffice” provided as needed.

It is extremely important that staffobserve and respond to the ways thatyoung children use the learning environ-ment and function within it. The arrange-ment of space and materials needs to belooked at critically on occasion andchanged as needed. Because youngchildren frequently convey nonverbalmessages in their behavior and interac-tions, the adults who teach and care forthe children must be alert to those mes-sages so that they can deal with themresponsibly.

63

Figure C-1Community Setting 1

Manipulatives Area

Reading Area

Group AreaObservationRoom

Soft Seating

Enter

Low Table

Block Area

Carpet Flooring

Vinyl Flooring

Clothes HooksSink

Sensory Experiences

Table

Seating/Art Area

Dramatic Play

Puz

zles

/Fin

e M

otor

Dev

elop

men

t

Boo

kcas

e

Cub

bies

/Coa

ts

ParentInformation

Center

Easel

Easel

Bathroom

Blo

cks/

Bea

ds/L

egos

She

lves

She

lves

Mirr

or

64

Figure C-2Community Setting 2

Dramatic Play

Carpet Flooring

Mirror“House” Materials

Writing Materials

Boo

ksShelves

WritingCenter

CircleArea

She

lf

She

lf

Computers

TableToys,

Games,Puzzles

Sensory Motor-Development Area

Bathroom

Sink

TeacherArea

(Storage)Cubbies

Shelf

Shelf

Blocks and Cars

Blo

cks

Science/Discovery

Art Materials

Boo

ksM

usic

Storage

Main Entrance

Art Vinyl Flooring

Snack

Loft, OpenArea Below

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Glossary

adapted physical education (APE). Arelated service for individuals who are unableto participate in the general physical educa-tion program.

advocate. Someone who takes action to helpsomeone else (e.g., an educational advocate);to take action on someone’s behalf.

appropriate. Able to meet a need; suitable orfitting.

assessment. A collection of information abouta child that may include health and medicalhistory and social, psychological, and educa-tional evaluations to determine the child’seligibility and emotional needs; a processusing observation, testing, and test analysis todetermine an individual’s strengths andweaknesses in planning for his or her educa-tional services. A screening is not an assess-ment.

assessment team. A group of persons drawnfrom different areas of expertise to observeand test a child to find out his or her strengthsand weaknesses.

at risk. Describes children who have or mayhave developmental problems that mightaffect later learning.

atypical development. Any aspect of achild’s physical or psychological makeupdifferent from what is generally accepted astypical in early childhood.

cerebral palsy. A condition caused by injuryto certain parts of the brain; usually resultingin paralysis and uncontrollable musclemovement in particular parts of the body.

child find. A series of public awarenessefforts designed to alert the community atlarge about the availability of and rationalefor early childhood intervention programs andservices.

cognitive. Describes the process used inlearning, remembering, reasoning, under-standing, and using judgment.

counseling. Advice or help provided by aqualified person (often, psychological coun-seling); developmental: having to do with thesteps or stages in growth and developmentbefore the age of eighteen.

cumulative file. Describes the permanent fileof a child’s educational records. It is startedwhen a child receives any educational ser-vices and is updated at least annually (alsoreferred to as the cum file). Note: Parentshave legal rights to the file.

developmental delay. Describes childrenunable to perform the skills that other chil-dren of the same age are able to perform.

developmental history. The developmentalprogress of a child (from birth to eighteenyears of age) in such skills as sitting, walking,or talking.

developmental tests. Standardized testsmeasuring a child’s development in compari-son with the development of other children ofthe same age. Locally developed measure-ments may be nonstandardized.

designated instruction and services (DIS).Services identified on the child’s IEP andconsidered necessary for the child to benefiteducationally from his or her instructionalprogram; also called related services.

due process (procedure). Action protecting aperson’s rights; in special education, actiontaken to protect the educational rights ofstudents with special needs.

early childhood specialist. Someone whospecializes in early childhood development,usually having a credential, master’s degree,or doctoral degree in an area related to earlychildhood education or development.

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early intervention policies. See policy/policies.

early intervention services or programs.Programs or services designed to identify andtreat a developmental problem as early aspossible. A specific list of these services andprograms is available in the California Codeof Regulations, Title 17, the early childhoodregulation for the Early Intervention ServicesAct.

eligible. Able to qualify because of diagnosis,evaluation, or a team decision.

evaluation. A way of collecting informationabout a student’s learning needs, strengths,and interests. The evaluation is part of theprocess of determining initial and continuingeligibility. (See PL 99-457, RegulationsSection 300.322.)

free, appropriate public education (oftenreferred to as FAPE). One of the key require-ments of Public Law 94-142 (now 105-17),which requires that an education program beprovided for all school-aged children (regard-less of special need or disability) without costto families. The exact requirements of appro-priate are not defined, but other referenceswithin the law imply the most typical settingavailable.

identification. The process of locating andidentifying children needing special services.

individualized education program (IEP). Awritten education program that begins at agethree for a child with special needs; it isdeveloped by a team of professionals (e.g.,teachers, therapists) and the child’s parents. Itis reviewed and updated yearly and describeshow the child is doing, what the child’slearning needs are, and what services thechild will need. For children from birth tothree years of age, the IFSP is used.

individualized family service plan (IFSP).A written document stating a family’s re-sources, concerns, and priorities related toenhancing the development of a child (birth tothree years of age). It includes specificstatements about outcomes, criteria, andtimelines regarding progress; provisions forcase management; and specific services anddates for initiation, duration, frequency,

providers, location, and reevaluation ofservice. The IFSP shall be reviewed every sixmonths (or more frequently if service needschange). An annual meeting shall be held todocument the infant’s or toddler’s progress.

Individuals with Disabilities Education Act(IDEA). A federal law that renamed theEducation for Handicapped Children’s Act to“put people first.”

lead agency. Agency (office) with a state orterritory in charge of overseeing and coordi-nating early childhood programs and services.

least restrictive environment (LRE). Aneducational setting or program providing astudent with special needs the chance to workand learn to the best of his or her ability. Italso provides the student with as muchcontact as possible with children withoutspecial needs while meeting all of the child’slearning needs and physical requirements.LRE is a requirement under IDEA.

multidisciplinary assessment. An evaluationof a child’s strengths and weaknesses from avariety of professional viewpoints in which anumber of different sources of informationare used and the child’s parents are involved.Typically, the child’s present levels of physi-cal, cognitive, speech and language, socialand emotional development, and self-helpskills are assessed.

multidisciplinary team. A group of profes-sionals who work independently of each otherin a kind of parallel format. Although eachdiscipline is viewed as important, the profes-sional takes responsibility only for his or herown area of clinical expertise.

natural environment. Any setting wheretypically developing children of a similarchronological age are found. It is where thechild would be if he or she did not have adisability. Included, for example, are neigh-borhoods, child care, preschool, parks,birthday parties, informal gatherings offamily and friends.

occupational therapy. A therapy or treatmentprovided by an occupational therapist thathelps an individual’s developmental orphysical skills and aids in daily living. Itfocuses on fine motor skills, such as the use

67

of the hands and fingers and coordination ofmovement, and on self-help skills, such asdressing and eating with a fork and spoon.

orientation and mobility specialist. Atherapist who teaches persons with visualimpairments awareness of their position in theenvironment and of significant objects in theenvironment (orientation) as well as how tomove about safely and efficiently (mobility)by using their remaining senses (includingany useful vision).

parent training and information programs.Programs that provide to parents of childrenwith special needs information on acquiringservices, working with schools and educatorsto ensure the most effective educationalplacement for their child, understanding themethods of testing and evaluating a child withspecial needs, and making informed decisionsabout their child’s special needs.

physical therapy. Treatment of (physical)disabilities provided by a trained physicaltherapist that includes the use of massage,exercise, and other techniques to help thepatient improve the large and gross motorskills and the use of bones, muscles, joints,and nerves.

placement. The classroom, program, orlocation selected for a student with specialneeds.

play-based assessment. A form of assess-ment that involves observation of a child atplay and provides understanding of a child’sdevelopment.

policy/policies. Ideas and plans related toearly intervention and special educationprograms; the plans that a state or localschool system has for providing services forand educating its students with special needs.

psychosocial (development). The psychologi-cal development of a person in relation to hisor her social environment.

public agency. An agency, office, or organi-zation supported by public funds and servingthe community at large.

Public Law 94-142 (Education for AllHandicapped Children Act). A federal lawpassed in 1975 requiring that public schools

provide a “free, appropriate public education”(FAPE) to children three to twenty-one yearsof age (exact ages depending on each state’smandate) regardless of handicapping condi-tion; now amended and renamed IDEA:Individuals with Disabilities Education Act,Public Law 105-17.

Public Law 99-457. A federal law amendingthe Education for All Handicapped ChildrenAct of 1986. It expanded services for childrenfrom birth to six years of age.

regional center. A private, nonprofit organi-zation operated to serve identified childrenand adults with developmental disabilitiesthrough contract with the State Department ofDevelopmental Services.

services/service delivery. The therapies,instruction, or treatment given to a child withspecial needs.

special day class (SDC). Refers in publiceducation to a special education classroom forchildren who will receive the majority of theirinstruction in that classroom.

special education local plan area (SELPA).The agency responsible for special educationservices within a geographic area.

special education programs/services.Programs, services, or specially designedinstruction (offered at no cost to families) forchildren more than three years of age withspecial needs who are found eligible for suchservices. Included are special learning meth-ods or materials in the regular classroom andspecial classes and programs if needed.

speech/language therapy. A planned pro-gram to improve and correct speech orlanguage or communication problems inpersons thought to be unable to improvewithout such help.

transdisciplinary team. A group of profes-sionals who cross discipline borders, acquireknowledge from the other professionals onthe team, and incorporate skills from the otherdisciplines into their own practice.

transition. A time in a person’s life when heor she moves from one educational programto another.

68

Selected References

Park, Calif.: Sonoma State University,1997.

Cavallaro, Claire, and Michele Haney.Facilitating Inclusion in Early ChildhoodPrograms. Northridge: California StateUniversity, Northridge, 1997.

Chen, Deborah; Linda Brekken; and SamChan. Project CRAFT: CulturallyResponsive and Family Focused Training.Baltimore: Paul H. Brookes Publishing Co.,1997.

Clark, Thomas C., and Susan Watkins. TheSKI*HI Model: Programming for HearingImpaired Infants Through HomeIntervention. Logan, Utah: SKI*HIInstitute, Utah State University, 1985.

Curriculum Handbook (Revised edition).Special Education Early ChildhoodPrograms. San Diego: San Diego CityUnified School District, 1996.

DEC Recommended Practices: Indicators ofQuality in Programs for Infants and YoungChildren with Special Needs and TheirFamilies. Reston, Va.: Division for EarlyChildhood, Council for ExceptionalChildren, 1993.

Developing Cross-Cultural Competence: AGuide for Working with Children and TheirFamilies (Second edition). Edited byEleanor W. Lynch and Marci J. Hanson.Baltimore: Paul H. Brookes Publishing Co.,1998.

Developmentally Appropriate Practice inEarly Childhood Programs (Revisededition). Edited by Sue Bredekamp andCarol Copple. Washington, D.C.: NationalAssociation for the Education of YoungChildren, 1997.

Some of the references cited in thisdocument may no longer be in

print or otherwise available. Thepublication data were suppliedby the Special EducationDivision. Questions about the

materials should be addressed tothe division at (916) 445-4613.

Adams, Lisa, and M. Jeanne Wilcox. QualityIndicators of Inclusive Preschool Class-rooms: A Self-Study Assessment and Plan-ning Guide. Tempe: Arizona State Univer-sity, 1993.

Ballard-Rosa, Maureen; Claire Cavallaro; andEleanor W. Lynch. Inclusive Education forYoung Children in California: Perspectivesfrom Families and Professionals.Sacramento: California Department ofEducation, 1996.

Bricker, Diane. AEPS Curriculum for Birth toThree Years. Eugene: University of Oregon,Center on Human Development, 1992.

Building Blocks for Early Start: Core III.Early Start Comprehensive System ofPersonnel Development (CSPD) StatewideInstitute Series. Sacramento: CaliforniaEarly Intervention Technical AssistanceNetwork, 1997.

Caldwell, Bettye. Home Observation forMeasurement of the Environment (HOME).Seattle: University of Washington, n.d.

Calvello, Gail. “The Art of Home Visiting.”In Parents and Visually Impaired Infants.PAVII Project. Louisville, Ky.: AmericanPrinting House for the Blind, 1990.

Carr, Ann, and Anne Kuschner.CONNECTIONS Project: LearningCommunities for All Children. Rohnert

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“Developmentally Appropriate Practice inEarly Childhood Programs ServingChildren from Birth Through Age 8,”(position statement). Washington, D.C.:National Association for the Education ofYoung Children, 1996.

Dodge, Diane Trister, and Laura J. Colker.The Creative Curriculum for EarlyChildhood (Third edition). Washington,D.C.: Teaching Strategies, Inc., 1996.

Dombro, Amy Laura; Laura J. Colker; andDiane Trister Dodge. The CreativeCurriculum for Infants and Toddlers.Washington, D.C.: Teaching Strategies,Inc., 1997.

Early Childhood Special Education WorkGroup of the California Early InterventionPersonnel Advisory Committee. EarlyChildhood Special EducationCompetencies, 1994, p. 22.

Early Focus: Working with Young Blind andVisually Impaired Children and TheirFamilies. Edited by Rona L. Pogrund,Diane L. Fazzi, and Jessica S. Lampert.New York: American Foundation for theBlind, 1992.

Edelman, Larry. Delivering Family-Centered,Home-Based Services. Baltimore: KennedyKrieger Institute, 1991.

Furuno, Setsu. HELP Activity Guide 0-3(Revised edition). Palo Alto, Calif.: VORTCorporation, 1997.

Gonzalez-Mena, Janet, and Dianne WidmeyerEyer. Infants, Toddlers, and Caregivers(Fourth edition). Mountain View, Calif.:Mayfield Publishing Company, 1997.

Handbook on Family Involvement in EarlyChildhood Special Education Programs.Sacramento: California Department ofEducation, 1999.

Hayslip, Whit, and Lisbeth Vincent. “OpeningDoors to Activities That Include ALLChildren,” Child Care InformationExchange (September 1995), 44–46.

HELP for Preschoolers Activities at Home.Palo Alto, Calif.: VORT Corporation, 1995.

HELP for Preschoolers Assessment andCurriculum Guide. Palo Alto, Calif.: VORTCorporation, 1995.

High/Scope Curriculum. A variety of books,magazines, and training manuals using theHigh/Scope model are available from High/Scope Press, a division of High/ScopeEducational Research Foundation,Ypsilanti, Michigan. The foundation maybe reached on the Internet at <http://www.highscope.org> or by phone at (734)485-2000.

Including Children with Special Needs inEarly Childhood Programs. Edited by MarkWolery and Jan S. Wilbers. Washington,D.C.: National Association for theEducation of Young Children, 1994.

Infant/Toddler Caregiving: A Guide toCognitive Development and Learning. TheProgram for Infant/Toddler Caregivers.Sacramento: California Department ofEducation, 1995.

Infant/Toddler Caregiving: A Guide toCreating Partnerships with Parents. TheProgram for Infant/Toddler Caregivers.Sacramento: California Department ofEducation, 1990.

Infant/Toddler Caregiving: A Guide toCulturally Sensitive Care. The Program forInfant/Toddler Caregivers. Sacramento:California Department of Education, 1995.

Infant/Toddler Caregiving: A Guide toLanguage Development and Communica-tion. The Program for Infant/ToddlerCaregivers. Sacramento: CaliforniaDepartment of Education, 1991.

Infant/Toddler Caregiving: A Guide toRoutines (Second edition). The Program forInfant/Toddler Caregivers. Sacramento:California Department of Education,forthcoming.

Infant/Toddler Caregiving: A Guide to SettingUp Environments. The Program for Infant/Toddler Caregivers. Sacramento: CaliforniaDepartment of Education, 1990.

70

Infant/Toddler Caregiving: A Guide to Social-Emotional Growth and Socialization. TheProgram for Infant/Toddler Caregivers.Sacramento: California Department ofEducation, 1990.

Johnson-Martin, Nancy M.; Susan M.Attermeier; and Bonnie Hacker. TheCarolina Curriculum for Preschoolers withSpecial Needs. Baltimore: Paul H. BrookesPublishing Co., 1990.

Klass, Carol S. Home Visiting: PromotingHealthy Parent and Child Development.Baltimore: Paul H. Brookes Publishing Co.,1996.

Lynch, Eleanor W. Project EXCEPTIONAL:Dimensions of Diversity. Edited by LindaCranor and Anne Kuschner. Rohnert Park,Calif.: Sonoma State University, 1996.

Lynch, Eleanor W.; Maurine Ballard-Rosa;and Claire Cavallaro. Belonging, Not JustBeing There: Inclusion for Infants,Toddlers, and Preschoolers withDisabilities. San Diego: United CerebralPalsy Association, 1997.

Parks, Stephanie, and others. HELP at Home:Activities for Parents. Palo Alto, Calif.:VORT Corporation, 1988 (English), 1995(Spanish).

Parks, Stephanie. HELP When the Parent IsHandicapped, 0–2 (Revised edition). PaloAlto, Calif.: VORT Corporation, 1998.

Poulsen, Marie, and Carol Cole. ProjectRelationship: Creating and Sustaining aNurturing Community. Los Angeles: LosAngeles Unified School District, Divisionof Special Education, Infant, and PreschoolPrograms, 1996.

Preschool Special Education ProgramHandbook. Edited by Virginia Reynoldsand Linda Brekken. Sacramento: CaliforniaDepartment of Education, 1988 (out ofprint).

Program Guidelines for Students Who AreVisually Impaired (Revised edition).Sacramento: California Department ofEducation, 1997.

Project EXCEPTIONAL: A Guide forTraining and Recruiting Child CareProviders to Serve Young Children withDisabilities. Volumes 1 and 2. Sacramento:California Department of Education, 1996.

Recommended Personnel Competencies andProgram Best Practices: Recommendationsof the California Interagency CoordinatingCouncil on Early Intervention Services.Sacramento: California Department ofDevelopmental Services, 1994.

Resource Manual: A Guide to Understandingthe SEEDS Project. Sacramento:Sacramento County Office of Education,1997.

Schorr, Lisbeth B. Common Purpose:Strengthening Families and Neighborhoodsto Rebuild America. New York: Doubleday,1997.

Smith, Barbara J., and Deborah F. Rose.Administrator’s Policy Handbook forPreschool Mainstreaming. Cambridge,Mass.: Brookline Books, 1993.

Standards of Quality and Effectiveness forEducation Specialist Credential Programs(Including University Internship Options)and Clinical Rehabilitative ServicesCredential Programs. Sacramento:California Commission on TeacherCredentialing, 1996.

What’s Best for Infants and Young Children?Edited by Linda Brault and Fran Chasen.San Diego: Commission for CollaborativeServices for Young Children with SpecialNeeds and Their Families, (CoCoSer) 1997.

Zero to Three Bulletin. Edited by EmilyFenichel. Washington, D.C.: Zero to Three:National Center for Infants, Toddlers, andFamilies (February–March 1997).

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Publications Available from the Department of Education

This publication is one of over 600 that are available from the California Department of Education. Some of themore recent publications or those most widely used are the following:

Item no. Title (Date of publication) Price

1379 Assessing and Fostering the Development of a First and a Second Language in Early Childhood—TrainingManual (1998) ......................................................................................................................................................................... 19.00

1377 Assessing the Development of a First and a Second Language in Early Childhood: Resource Guide (1998) ............................ 10.751356 Best Practices for Designing and Delivering Effective Programs for Individuals with Autistic Spectrum Disorders (1997) ..... 10.001436 California Department of Education Early Start Program Guide (1998) ..................................................................................... 10.001285 Continuity for Young Children (1997) ........................................................................................................................................... 7.501431 Early Identification/Early Intervention of Young Children with Emotional and Behavioral Issues: Trainer

of Trainers Manual (1998) ....................................................................................................................................................... 30.001410 Ear-Resistible: Hearing Test Procedures for Infants, Toddlers, and Preschoolers, Birth Through Five Years of Age (1998) .... 10.001430 Every Little Bite Counts: Supporting Young Children with Special Needs at Mealtime (1998) ................................................. 14.751475 First Class: A Guide for Early Primary Education (1999) ............................................................................................................ 12.501388 First Look: Vision Evaluation and Assessment for Infants, Toddlers, and Preschoolers, Birth Through Five Years

of Age (1998) .......................................................................................................................................................................... 10.001378 Fostering the Development of a First and a Second Language in Early Childhood: Resource Guide (1998) ............................. 10.751365 Fresh Fruit and Vegetable Photo Cards (1997) ............................................................................................................................ 30.001252 Just Kids: A Training Manual for Working with Children Prenatally Substance-Exposed (1996) ............................................. 22.251227 Keeping Kids Healthy: Preventing and Managing Communicable Disease in Child Care (1995) .............................................. 15.001384 Observing Preschoolers: Assessing First and Second Language Development (video) (1998) ................................................... 12.000886 Program Guidelines for Individuals Who Are Deaf-Blind (1990) ............................................................................................... 10.001032 Program Guidelines for Individuals Who Are Severely Orthopedically Impaired (1992) ........................................................... 10.001289 Program Guidelines for Students Who Are Visually Impaired, 1997 Revised Edition ............................................................... 10.001502 Programs for Deaf and Hard of Hearing Students: Guidelines for Quality Standards (2000) ..................................................... 12.001256 Project EXCEPTIONAL: A Guide for Training and Recruiting Child Care Providers to Serve Young Children

with Disabilities, Volume 1 (1996) ......................................................................................................................................... 20.001257 Project EXCEPTIONAL: A Guide for Training and Recruiting Child Care Providers to Serve Young Children

with Disabilities, Volume 2 (1996) ......................................................................................................................................... 30.751399 Ready to Learn—Quality Preschools for California in the 21st Century: The Report of the Superintendent’s Universal

Preschool Task Force (1998) ..................................................................................................................................................... 8.001315 Reducing Exceptional Stress and Trauma: Curriculum and Intervention Guidelines (1997) ...................................................... 17.001316 Reducing Exceptional Stress and Trauma: Facilitator’s Guide (1997) ........................................................................................ 18.001318 Room at the Table: Meeting Children’s Special Needs at Mealtimes (video and guide) (1997) ................................................. 17.001383 Talking with Preschoolers: Strategies for Promoting First and Second Language Development (video) (1998) ........................ 12.001255 Taking Charge: A Disaster Preparedness Guide for Child Care and Development Centers (1996) ............................................ 10.251260 Today’s Special: A Fresh Approach to Meals for Preschoolers (video and guide) (1996) .......................................................... 17.00*

* Also available in a Spanish edition of both video and guide (item no. 1262) at same price.

Program for Infant/Toddler CaregiversItem no. Special Price

Prices and availability are subject to change without notice. Please call 1-800-995-4099 for current prices and shipping charges.

Module I: Social–Emotional Growth and Socialization(The package price includes 3 videos, 3 accompanying video magazines, 1 curriculum guide, and 1 trainer’s manual.)9928 English videos ........................................................................................................................................................................... $199.009929 Spanish videos ............................................................................................................................................................................ 199.009930 Chinese (Cantonese videos) ........................................................................................................................................................ 199.00

Module II: Group Care(The package price includes 4 videos, 4 accompanying video magazines, 2 curriculum guides, and 1 trainer’s manual.)9931 English videos ........................................................................................................................................................................... $269.009932 Spanish videos ............................................................................................................................................................................ 269.009933 Chinese (Cantonese videos) ........................................................................................................................................................ 269.00

Module III: Learning and Development(The package price includes 3 videos, 3 accompanying video magazines, 2 curriculum guides, and 1 trainer’s manual.)9860 English videos ........................................................................................................................................................................... $209.009861 Spanish videos ............................................................................................................................................................................ 209.009862 Chinese (Cantonese videos) ........................................................................................................................................................ 209.00

Module IV: Culture, Family, and Providers(The package price includes 2 videos, 2 accompanying video magazines, 2 curriculum guides, and 1 trainer’s manual.)9774 English videos ........................................................................................................................................................................... $159.009775 Spanish videos ............................................................................................................................................................................ 159.009776 Chinese (Cantonese videos) ........................................................................................................................................................ 159.00

Note: The video magazines and the curriculum guides are in English.

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1465 Handbook on Administration of Early Childhood Special Education Programs

1463 Handbook on Assessment and Evaluation in Early Childhood SpecialEducation Programs

1517 Handbook on Developing and Implementing Early Childhood SpecialEducation Programs and Services

1521 Handbook on Developing Individualized Family Service Plans and Individu-alized Education Programs in Early Childhood Special Education

1464 Handbook on Family Involvement in Early Childhood Special EducationPrograms

$13.50

$13.50

$13.50

$11.25

$13.50