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Developing a Range of Options in Your
Community
Supported by DPI Preschool IDEA Discretionary Funds
Preschool Options
What?Why?How?Where?
IDEA: Legal Definition
Each public agency shall ensure that a continuum of alternative placements is available to meet the needs of children with disabilities.
34 CFR 300.551
IDEA
In determining the educational placement of a child with a disability including a preschool child … the placement decision is made by a group knowledgeable about …
the placement options. 34 CFR 300.552 (a) (1)
IDEA
“The full continuum of alternative placements at 34 CFR 300.551, including integrated placement options, such as community-based settings with typically developing age peers, must be available to preschool children with disabilities.”34 CFR Part 300 Comments to IDEA Final Regulations
Seventh Circuit Decision
District failed to comply with LRE requirement.
Least Restrictive Environment (LRE) applies to preschool.
DEC Policy
“Inclusion, as a value, supports the right of all children, regardless of abilities, to participate actively in natural settings within their communities. Natural settings are those in which the child would spend time had he or she not had a disability.”
Division for Early Childhoodwww.dec-sped.org
It looks different for each child in each community.
Home“Instruction at home may be the
most natural environment for a young child with a disability if the child’s IEP/IFSP team so determines.”34 CFR Part 300 Comments to IDEA Final Regulations
Reporting Environments
Educational Environment for 3-5 year olds with disabilities
Reporting to DPI from LEA.
Preschool Environments December 1999
Why?
Children with disabilities benefit from inclusion:Generalization of skillsReduced need for intensive services
Review of Research
Children with disabilities in inclusive settings make more social
skill gains.
Social skills
“Families realized that the children did better than we all had expected in the community placements and that they were acting more like children than special education students…”
Bruder, 2000
Review of Research
Gains in cognitive, language and motor skills for children with disabilities in inclusive settings are comparable to those in self-contained.
(Buysee & Bailey, 1993; Fewell & Oelwein, 1999, Jenkins, Odom, & Speltz, 1985; Wolery & McWilliam, 1998).
Review of Research
Children from segregated preschool settings are twice as likely to retain special education eligibility and three times more likely to receive services in segregated settings.
Miller, L.J., Strain, P.S., McKinley, J., Heckathorn, K., &Miller, S. (1993).
Review of Research
Early Childhood Research Institute on Inclusion
www.fpg.unc.edu/~ecrii
Keys to Inclusionwww.nectas.unc.edu
Research From Wisconsin
Research Addressed issues:IEP goals and objectivesFamily involvement in placement
Family Involvement
“Effective partnerships between parents and professionals require collaboration. It is hard work.”
J. Fialka
WSPEI
Wisconsin Statewide Parent-Educator Initiative
http://www.dpi.state.wi.us/een/parent.html
How?
Awareness and dissemination Changing professional practice Collaborative planning Utilize research to address
challenges Individualizing services/expanding
options
Individualizing Services
DPI Bulletin 00.09 questions IEP team considers to determine service delivery: Where does the child usually spend the
day? Can the goals and objectives be addressed
in age appropriate settings? If not, what other settings for service
delivery will meet the child’s needs?
Quality
A high quality program is a necessary foundation of preschool inclusion
However the program must ensure that developmental needs of young children with disabilities are met
Quality
NAEYC National AccreditationCesa8.k12.wi.us
Evaluation Tools Early Childhood Environment Rating
Scale DEC Recommended Practices
Where?
Outcomes
Benefits for ALL children Efficient use of resources Shared responsibility Collaborative professional
development Improved referral system
For more information
www.preschooloptions.org
It happens one child at a time.
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