1. California Statewide System of School Readiness Networks Inclusion of Children with Disabilities Prepared by Chris Drouin, Special Education Division Anne Kuschner, California Institute on Human Services Jan Davis, California Institute on Human Services November 2004

2. Purpose To provide background information about, and initiate support for inclusion of children with disabilities in the activities of the California Statewide System of School Readiness Networks © CDE, Special Education Division 2

3. Outcomes Participants will Be aware of special education requirements that will impact on language and literacy; Have information about where and how children with disabilities are served; Have increased understanding of SED's expectations for the work of Regional Early Childhood Special Education Specialists; Have a list of some topics and issues that should be addressed related to literacy and language for children with disabilities over the remainder of the year; and Be aware of some resource materials/modules that might be used/adapted in Regional Network meetings. © CDE, Special Education Division 3

4. Statewide System of School Readiness Networks Why Is Special Education Involved?

5. Why is Special Education Involved? The law requires that preschool age children with disabilities be educated in regular preschool programs to the maximum extent appropriate. One of the primary purposes of special education is to enable children with disabilities to be educated to the same standards that we expect for all children. The IEP is intended to address goals, objectives and services that will enable the child to be involved in and progress in the general curriculum. © CDE, Special Education Division 5

6. Free Appropriate Public Education As used in this part, the term free appropriate public education or FAPE means special education and related services that – (a)Are provided at public expense, under public supervision and direction, without charge; (b)Meet the standards of the SEA…; (c)Include preschool, elementary, or secondary education in the state; (d)Are provided in conformity with an individualized education program (IEP)… 34 CFR 300.13 © CDE, Special Education Division 6

7. Least Restrictive Environment (b)Each public agency shall ensure (1)That to the maximum extent appropriate, children with disabilities…are educated with children who are non- disabled; and (2) That special classes, separate schooling or other removal from the regular educational environment occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily. 34 CFR 300.550 © CDE, Special Education Division 7

8. Special Education As used in this part, the term special education means specially designed instruction, at no cost to the parents, to meet the unique needs of a child with a disability… 34 CFR 300.26 © CDE, Special Education Division 8

9. Specially Designed Instruction (3) Specially-designed instruction means adapting, as appropriate to the needs of an eligible child under this part, the content, methodology, or delivery of instruction – (i)To address the unique needs of the child that result from the childs disability; (ii)To ensure access of the child to the general curriculum, so that he or she can meet the educational standards within the jurisdiction of the public agency that apply to all children. © CDE, Special Education Division 9

10. Services for Preschool Age Children with Disabilities Program Service Requirements

11. Eligibility Is identified as having a disability –Autism –Deaf-Blindness –Deafness –Hearing Impairment –Mental Retardation –Multiple Disabilities –Orthopedic Impairment –Other Health Impairment –Emotional Disturbance –Specific Learning Disabilities –Speech and Language Impairment –Traumatic Brain Injury –Visual Impairment –Established Medical Disability Needs specially designed instruction Needs cannot be met with modification of the regular environment © CDE, Special Education Division 11

12. Individualized Education Programs (IEPs) Must include (among other things): –Present levels of performance (including how disability affects participation in regular preschool activities) –Annual goals and short term objectives or benchmarks to enable the child to progress in regular curriculum –Supplementary aids and services to enable the child to be educated with non-disabled children and to progress in the regular curriculum –Modifications and supports for regular class personnel IEP team must include regular education teacher if child is, or may be in regular class. Updated annually (or more frequently if requested). Every three years a formal re- evaluation must be done. © CDE, Special Education Division 12

13. Service Settings Regular public or private preschool Child development center or family child care home The childs regular environment (including the home) A special site with preschool programs for both disabled and typically developing children Reverse mainstream programs Public school setting which provides age appropriate environment, materials and services © CDE, Special Education Division 13

14. Related Services Audiology Assistive Technology Counseling Early Identification Medical Services (related to identifying needs) Occupational Therapy Parent Counseling and Training Physical Therapy Psychological Services Recreation School Health Services Social Work Services Speech Pathology Transportation © CDE, Special Education Division 14

15. Services for Preschool Age Children Where and How are Children Served?

16. The number of preschool age children with disabilities has increased steadily. © CDE, Special Education Division 16

17. Preschool Age Children with Disabilities by Age © CDE, Special Education Division 17

18. Children with Speech and Language Impairments are the most frequently identified (66%), followed by Autism (9.72%) and Mental Retardation (7.14%). © CDE, Special Education Division 18

19. Preschool Age Children with Disabilities by Disability 19

20. Distribution of Disabilities Preschool and 3 rd /4 th Grade 20

21. Preschool age children with disabilities are most often served in special education preschool programs (53%), followed by regular preschool programs (23%) and a combination of regular and special education preschool (12%). © CDE, Special Education Division 21

22. Settings Where Preschool Age Children with Disabilities are Served 22

23. Children with disabilities are served in a variety of regular preschool settings 23 © CDE, Special Education Division

24. Language and Speech services are the most frequently provided, followed by transportation, occupational therapy, adapted physical education and parent counseling. © CDE, Special Education Division 24

25. Related Services Provided to Preschool Age Children with Disabilities © CDE, Special Education Division 25

26. Statewide System of School Readiness Networks Expectations for Early Childhood Special Education Specialists

27. Each project will hire a part time Early Childhood Special Education Specialist Early Childhood Special Education Specialists will have background in both special education and early childhood. General Responsibilities: –Support the activities of the Regional Lead –Act as liaison to SELPAs, districts and county offices of education administrators –Facilitate participation of early childhood special education program personnel in the regular training, technical assistance and information sharing activities of the School Readiness Network © CDE, Special Education Division 27

28. What Early Childhood Special Education Specialists can be doing… Become familiar with the program requirements for preschool age children with disabilities. Find out what kinds of kids are served; who serves them; and where they are served. Contact the SELPAs to introduce the project and to find out the best way to involve programs in School Readiness Network activities. Find out what programs are doing now to assess and promote development of language and literacy for young children with disabilities. Work with the Regional Lead to ensure there is consideration of children with disabilities in all School Readiness Network activities. © CDE, Special Education Division 28

29. Statewide System of School Readiness Networks Topics and Issues Related to Language and Literacy for Children with Disabilities

30. Supports that facilitate the development of oral language and comprehension for young children with disabilities: Adult-Child Interactions Child-Child Interactions The environment as an instructional strategy © CDE, Special Education Division 30

31. Supports that facilitate the development of early literacy experiences, knowledge, and skills for young children with disabilities: Adapting early literacy experiences, e.g. use of technology Adapting the environment (including resources and materials) © CDE, Special Education Division 31

32. Statewide System of School Readiness Networks Resource Materials/Modules

33. Linking to the DRDP and DRDP access: Strategies to assess early language and literacy learning for young children with disabilities. © CDE, Special Education Division 33

34. Home-School Connections: Strategies that support childrens early language and literacy skills. © CDE, Special Education Division 34

35. Children know how to learn in more ways than we know how to teach them. (Ronald Edmunds, 1991)