I Have a Child I Have Concerns About. What Do I Do Next

1. I Have a Child I Have Concerns About. What Do I Do Next? Sally Drenoske, Early Childhood Special Education Teacher Lydia Krueger, Early Childhood Special Education Teacher Iileen Thwing, Speech & Language Therapist

2. Typical Development Typical includes a very large range of abilities The largest range of typical skills will occur between 2 & 8 years of age Children are constantly gaining new skills

3. Atypical Development Factors that need to be considered FIRST (not an all-inclusive list!): Personality Learning style Environment Transition time Past experiences Culture Function of behaviors Negative attention

4. Atypical Development Try some strategies to encourage development of the missing skills Extreme differences are perhaps more cause for concern Talk about 21 days to a new habit Children respond differently to different environments---see dramatic changes in new environments at times Bring visual timer, etc as examples of strategiesTalk about 21 days to a new habit Children respond differently to different environments---see dramatic changes in new environments at times Bring visual timer, etc as examples of strategies

5. Strategies to Try Visual Timer Visual supports Visual schedules Headphones Abundance of appropriate language models Give processing time Preferential seating Room arrangement Define spaces in room

6. Strategies to Try, con�t� Rewording/rephrasing directions Don�t make assumptions about child�s knowledge or perceptions Give choices Make things as concrete as possible Ask for the desired behavior rather than telling what NOT to do (e.g., walk vs. don�t run) Use consequences that teach rather than punitive consequences

7. Ok, I have a genuine concern, now what? Talk to the parents On-going communication Parent input Strategies to try? Approach with positives Present outside �referral� as information gathering (vs. labeling) Don�t �diagnose�

8. Who to contact after parents� For children under 3: Birth-to-Three provider for County of residence For children 3 & older: Local school District Special Ed director/Director of pupil services Child find specialist/activities Early childhood teacher or speech therapist DPI website: http://www.dpi.state.wi.us/ Go to Topics, then Schools, then Directories Birth-to-Three for County�Try phone book/Pediatrician�s offices/County health department/school district should be able to provide number if can�t find it elsewhereBirth-to-Three for County�Try phone book/Pediatrician�s offices/County health department/school district should be able to provide number if can�t find it elsewhere

9. What happens next? Release of Information to do observation Early Childhood screening Consultation-strategies or referral Referral process

10. Referral Process Parent permission Testing & observations IEP Meeting -- determine whether criteria is met for area of impairment Write goals & objectives Look at where the child spends his/her day Determine level & type of service to provide

11. Services Bussed to school for school-based program Pulled out of classroom for individual/group therapy (S/L, OT, PT) with some consult to classroom teacher for follow-up Service provided within classroom When services (EC, OT, S/L, PT) are provided within the classroom, the goal should be a collaborative approach, and might be: shadow support of a child, Leading a small group, Leading a classroom activity, Engaging in play, Consult with classroom teacher, or Providing adaptive equipment or materials for a specific child The goal is NOT to judge a classroom teacher�s lesson plans, skills, or interactions, but to have a collaborative relationship Shared ownership of kids is important Should not rely on the school staff for managing behaviors�learning and change & negative behaviors are likely to occur in the large number of hours each week that school district staff is not there rather than in the few hours that staff is there. Intervention should take place between visits, not during visits.When services (EC, OT, S/L, PT) are provided within the classroom, the goal should be a collaborative approach, and might be: shadow support of a child, Leading a small group, Leading a classroom activity, Engaging in play, Consult with classroom teacher, or Providing adaptive equipment or materials for a specific child The goal is NOT to judge a classroom teacher�s lesson plans, skills, or interactions, but to have a collaborative relationship Shared ownership of kids is important Should not rely on the school staff for managing behaviors�learning and change & negative behaviors are likely to occur in the large number of hours each week that school district staff is not there rather than in the few hours that staff is there. Intervention should take place between visits, not during visits.

12. Special Education Children in Childcare/Preschool Environments The Law: IDEA 97 emphasizes that Least Restrictive Environment requirements apply to all preschool children with disabilities who are entitled to receive Free and Appropriate Public Education

13. Federal Court case: Board of Education of LaGrange School District Number 105 vs. Illinois State Board of Education

14. Two Key U.S. Laws Education of the Handicapped Act Amendments of 1986 Individuals with Disabilities Education Act (IDEA) of 1990, reauthorized in 1997 Both influenced inclusion in early childhood programs

15. *************************** The Americans with Disabilities Act (ADA) further supports inclusion by determining that young children with disabilities cannot be denied enrollment in regular child care settings because of their disabilities. ***************************

16. A Thinking Guide to Inclusive Childcare disabilityrightswi.org

17. Starfish Closing story�starfish adapted from The Star Thrower by Loren Eiseley1907 - 1977 Once upon a time, there was a wise man who used to go to the ocean to do his writing. He had a habit of walking on the beach before he began his work.One day, as he was walking along the shore, he looked down the beach and saw a human figure moving like a dancer. He smiled to himself at the thought of someone who would dance to the day, and so, he walked faster to catch up.As he got closer, he noticed that the figure was that of a young man, and that what he was doing was not dancing at all. The young man was reaching down to the shore, picking up small objects, and throwing them into the ocean.He came closer still and called out "Good morning! May I ask what it is that you are doing?"The young man paused, looked up, and replied "Throwing starfish into the ocean.""I must ask, then, why are you throwing starfish into the ocean?" asked the somewhat startled wise man.To this, the young man replied, "The sun is up and the tide is going out. If I don't throw them in, they'll die."Upon hearing this, the wise man commented, "But, young man, do you not realize that there are miles and miles of beach and there are starfish all along every mile? You can't possibly make a difference!"At this, the young man bent down, picked up yet another starfish, and threw it into the ocean. As it met the water, he said, "It made a difference for that one." Closing story�starfish adapted from The Star Thrower by Loren Eiseley1907 - 1977 Once upon a time, there was a wise man who used to go to the ocean to do his writing. He had a habit of walking on the beach before he began his work.

18. Questions? Sally Drenoske, Early Childhood Special Education smdreno@spasd.k12.wi.us (608)834-6574 Lydia Krueger, Early Childhood Special Education lekrueg@spasd.k12.wi.us (608)834-7287 Iileen Thwing, Speech-Language Pathologist icthwin@spasd.k12.wi.us (608)834-7213