1. A non-profit organization providing support to North Carolina parents and professionals for more than 25 years

2. Empowering and supporting families through transitions

3. Learning objectives
Understand the importance of preparing families for the process of transitions
Understand BEGINNINGS’ role in providing parents with the information they need to make informed decisions for their families
Understand BEGINNINGS’ role in empowering parents to be the best advocates for their children who are deaf or hard of hearing

4. Definitions of transition
A passage from one state, stage, or place to another
Webster’s New Collegiate Dictionary
A change in what we do, who we’re with, how we feel, what we need, where we go
Partnerships for Inclusion

5. Who do we serve?
BEGINNINGS helps families with children aged birth to 22 who have an identified hearing loss, at no cost to the families.
We provide support and resources to the professionals who serve those children, at no cost to the professionals or districts.

6. Communication with families
We understand the relationship between professionals and the family/parent
We recognize the family is the constant in the child’s life, while the service systems and personnel within those systems change
We are the professional constant who supports families throughout the child’s academic career

7. Communication with families
We recognize family strengths and individuality, and respect different methods of coping
We honor the racial, ethnic, cultural and socioeconomic diversity of families
We provide emotional support to families
We plan ahead and facilitate effective parent and professional meetings

8. We encourage collaboration
Cooperation is initiated by one party to achieve his or her goals.
Collaboration is a relationship between two or more equal parties for mutually beneficial goal achievement.

9. Identification of hearing loss
BEGINNINGS receives referrals for children ages birth to 22 through the state database, audiologists, early intervention teachers, school teachers, self-referrals
We contact families and check on how they are handling the news of the hearing loss
We explain our services and arrange to meet with them at their home

10. Initial home visit We listen to their story, ask what they need
We discuss the grief and emotion surrounding an identification of hearing loss
We build a relationship with the family, often times being the first professional to ask the family how they are coping
We explain hearing loss, how to read an audiogram and the importance of medical care and follow-up

11. Initial home visit
We teach parents about communication choices and language options, explain they will need to make a choice
We explain amplification options
We encourage parents to advocate for their children, to know they can make decisions for their children and their family
We connect them to resources

12. Initial home visit
When a child is younger than 3 years old, we discuss the importance of early intervention, and strongly encourage families to take advantage of the services available
We explain the agencies involved in providing services to children at this age and the IFSP
We discuss language acquisition and provide strategies to help their child acquire language

13. Initial home visit
When a child is older than 3 years old, we discuss school issues and the difference between IDEA and Section 504
We encourage families to build a good working relationship with their district
We teach families how to request meetings and evaluations and what services/accommodations may be appropriate

14. The transition from early intervention to preschool services

15. IDEA 2004 changes in early childhood transition
Parents can invite early intervention personnel to attend IEP meetings
The IEP team must consider the services and information contained in the child’s IFSP
The lead agency may initiate a transition planning conference as early as 9 months before a child’s 3rd birthday
This slide covers the change in IDEA that provides more support to families through EI to preschool services.

16. We reconnect
As a child approaches their 3rd birthday, the parent educator reaches out to the early intervention teacher and the family
We meet with the family to explain the transition from early intervention services to preschool services, and how that will impact their family
We review the IFSP

17. “Potential eligibility”
In North Carolina, all children enrolled in the Infant-Toddler Program at the time of transition shall be deemed “potentially eligible” for Preschool Program services.

18. Prepare families for the transition planning conference
We explain IDEA
We discuss with the parents how to become successful advocates for their child
We inform the family of their rights
We discuss important steps for the family to take to prepare for the transition planning conference
We create a list of questions for the family to ask

19. Support families during the transition planning conference
We remind the parent of their rights
We review the current IFSP outcomes, progress and need for services
We develop a timeline for completing evaluations and gathering necessary documentation for eligibility determination

20. Prepare families for the assessment process
We provide an overview of the assessment process and the steps involved
We help the family begin to observe and document their child’s strengths and needs
We explain how appropriate assessments impact educational services

21. Support families during the assessment process
We monitor the parents’ understanding of educational terminology
We involve parents in assessing and clarifying their child’s strengths, needs and goals
We help the parents request appropriate assessments and understand the results
We model being an advocate

22. Prepare families for the IEP process
We tell parents what to expect, who will attend and what will be discussed at the IEP meeting
We explain federal and state laws and regulations as well as eligibility
We familiarize parents with educational terminology and the IEP forms

23. Prepare families for the IEP process
We explain the differences between the IFSP and the IEP
We provide information and resources for becoming a good advocate
We have the parents write questions and goals to take to the IEP meeting

24. Support families during the IEP process
We remind the parents of their rights under Part B of IDEA
We monitor the parents’ understanding of educational terminology
We encourage parents to share their concerns, goals, priorities and expectations during the meeting
We model advocacy skills

25. Support families after the IEP process
We review the IEP documents with the parents and discuss questions or concerns they may have about the IEP process
We remind the parents the IEP is a living document and can be amended or rewritten
We offer additional support at future IEP meetings as requested by the parent

26. Transition to school age
We review the IEP documents with the parents
We answer questions the parents may have about service delivery
We discuss classroom accommodations, including the possible of use of FM system
We can observe students in school and provide in-service training to teachers

27. During the school years
We review the IEP documents with the parents
We discuss questions or concerns they may have regarding the IEP process and their child’s progress in school
If a child is ready to be exited from an IEP, we review Section 504 and how it may apply to their child
We attend meetings with families as requested

28. Post-secondary transition planning
We explain the federal and state policies that guide transition planning
We encourage student involvement in IEP meetings, at an appropriate age
We explain the planning process starts when a student is 14 years old
We explain the IEP requirements for when a student turns 16 years old

29. Post-secondary transition planning
We explain North Carolina graduation requirements
We explain the difference between Future-Ready Core and Future-Ready Occupational

30. Post-secondary options
We discuss available resources, including vocational rehabilitation services
We connect parents with resources to help students determine their strengths and set goals for themselves
We educate families about post-secondary education options and employment opportunities
Talk about online tools including Phonak’s GAP program, Pepnet, and 411 on Disclosure