Infant and Early Childhood Mental Health (IECMH) is a term that describes how young children develop socially and emotionally. They learn about their emotions form close and secure relationships with their caregivers and family members. They learn and explore the environment – all in the context of family, community, and culture.
Families concerned about a child’s development can call the Family Health Hotline at 1-800-322-2588, with support in multiple languages. Parents can complete a developmental screening online for free at Parent Help 123.
PAVE’s Parent Training and Information (PTI) staff help families understand and navigate service systems for children 0-26. Click Get Help on the PAVE website or call 800-572-7368.
Early Support for Infants and Toddlers (ESIT) helps young children with disabilities or delays to learn and supports their unique development.
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New parents may struggle to know whether their child’s emotional development is on track. They may have a feeling that a milestone is missed, or they may observe siblings or the emotional well-being of other children and notice their child is developing differently. Sometimes a parent just needs reassurance. Other times, a child may have a developmental delay or a disability. In those cases, early support, including Infant Early Childhood Mental Health (IECMH) can be critical to a child’s lifelong learning and development.
IECMH is a term that describes how very young children develop socially and emotionally. They form relationships with other people. They learn about their emotions and how to control them. This happens in the settings of their family, community, and culture. (Zero to Three, Basics of Early Childhood Mental Health, 2017).
According to Best Starts for Kids, relationships are at the heart of human development and thriving for infants, toddlers, and young children. Relationships with parents and caregivers give very young children the social and emotional foundations they need to learn and thrive.
The Washington Health Care Authority reports around 1 in 6 young children has a diagnosed mental, behavioral, or developmental condition (Cree et al., 2018). These conditions may be treated with infant early childhood mental health (IECMH) services.
Services work to improve the quality of the child’s relationship with parents or caregivers. They can:
Help the distress of the mental health concern.
Support the return to healthy development and behavior.
When families receive Early Support for Infants and Toddlers (ESIT) services for a child, the child is tested as part of an Individualized Family Service Plan (IFSP).
The evaluation looks at the child’s ability to:
Identify and understand their own feelings;
Accurately notice and understand other people’s emotional states.
Manage strong emotions in a positive way.
Control their behavior.
Develop empathy (understand how people feel based on the child’s own experience)
Make and support relationships.
The evaluation may show the child is not developing well in some of these areas. IECMH services may help.
Some examples of Infant and Early Childhood Mental Health services include:
Early Childhood Mental Health Consultation
Parent training
Childcare provider training
Group training
Parent Behavioral Therapy
Cognitive Behavioral Therapy
Infant/Child – Parent Psychotherapy
Play therapy
If you are concerned about a child’s development:
To learn about typical development, read the birth-to-6 pre-screening chart in English or Spanish
Please Ask is a three-minute video that shows the importance of referring infants and toddlers for early intervention. ESIT is a part if the Department of Children, Youth and Families
Washington passed a law in 2018 requiring schools to screen young children for the indicators of weaknesses associated with dyslexia and support literacy across all grades. The law took effect in the 2021-22 school year.
Dyslexia is a Specific Learning Disability. Students with learning disabilities are eligible for an Individualized Education Program (IEP) if they demonstrate a need for Specially Designed Instruction (SDI). SDI is key when a student isn’t keeping up with grade-level work and standard teaching strategies aren’t working.
The Revised Code of Washington (RCW 320.260) requires schools to support literacy with “multi-tiered” programming. That means schools provide different levels of help for all students who need it, regardless of special education eligibility.
A child who struggles to read can quickly fall behind in school. Nearly every academic area includes some reading, and children might become confused or frustrated when they don’t get help to make sense of their schoolwork. Behavior challenges can result, and sometimes schools and parents struggle to understand why the student is having a hard time.
Washington State requires dyslexia screenings and interventions. Lawmakers in 2018 passed Senate Bill 6162 to require schools to assess children from kindergarten through second grade using state-recommended literacy screening tools. The law took effect in 2021-22.
In January 2021, Superintendent Chris Reykdal called on the state to “completely overhaul early literacy and teach students using proven strategies that are grounded in the science of reading.” The Office of Superintendent of Public Instruction (OSPI) supports a library of screening tools and best practices, with resources for families in multiple languages.
Educators, psychologists, and other professionals in related fields nationwide are participating in a movement called the Science of Reading. The goal is to share research about literacy to shift teaching strategies and improve outcomes for students.
Help with reading may be part of special education services
The federal law that provides special education eligibility and funding is called the Individuals with Disabilities Education Act (IDEA). According to theIDEA, Dyslexia is a reading disability—aSpecific Learning Disability. Specific Learning Disability is a category of eligibility for an Individualized Education Program (IEP).
Children with Specific Learning Disabilities often struggle to read, write, or do math. If the impact on school is significant enough, they have the right to Specially Designed Instruction (SDI), which is an important part of an IEP. The service minutes listed in the IEP describe the SDI, whose providing it, and when/where the SDI is provided.
Each area of SDI includes at least one IEP goal. IEP goals are built to support learning, and appropriate progress is required as an element of FAPE—Free Appropriate Public Education. FAPE is what a student with a disability has the right to.
Here’s a review of this key information:
IEP Eligibility is based on a student’s needs
Specially Designed Instruction (SDI) serves the identified needs
The IEP tracks learning progress with specific goals in each area of SDI
Appropriate progress is one measure of FAPE—Free Appropriate Public Education
Reading supports are schoolwide
Not all students who need reading support have IEPs. The Revised Code of Washington (RCW 320.260) requires schools to support literacy through “multi-tiered” programming. That means schools provide different levels of support for all students who need help, regardless of special education identification.
Some schools have reading programs funded by Title 1, which is part of a federal law called Every Student Succeeds Act (ESSA). Title 1 is funded to close opportunity gaps related to poverty and other measures.
TIP: Ask about all options for reading support at your school. If a student with an IEP participates in a schoolwide reading program, then the IEP can list that program as part of the student’s services. The school is responsible to serve an identified need related to disability.
Dyslexia can be identified and supported without a diagnosis
Students do not need a diagnosis of dyslexia to be evaluated for special education eligibility. If the family has concerns, they can ask the school to evaluate the student. Requests should be in writing. PAVE provides a sample letter to help families request an educational evaluation.
Here’s a sentence to include in the evaluation request letter:
“I need my child tested for a specific learning disability. I believe there is a problem with reading that is disability related.”
Schools have tools to identify “characteristics” of dyslexia and other specific learning disabilities. When those characteristics are present, the school is responsible to serve the student with appropriate interventions and instruction.
Consistent with recommendations of the Dyslexia Advisory Council and RCW 28A.320.260, qualified teachers must use best practice methods to help the student overcome the barriers of their learning disability and show meaningful progress:
“The interventions must be evidence-based multisensory structured literacy interventions and must be provided by an educator trained in instructional methods specifically targeting students’ areas of weakness.”
Structured Literacy is helping in some Washington schools
Structured Literacy comes from educational science and is a specific way of teaching the foundational skills of reading, writing, and speaking to use language effectively. Learning skills in a methodical way is especially important for children with dyslexia and for children using multiple languages.
Wenatchee School District shifted to a structured literacy approach in 2019. Many students, including those with dyslexia-type disabilities, have improved in their reading skills since the switch, according to a Seattle Times article published April 17, 2022: Fed up with lackluster reading scores, Wenatchee schools turned to science.
The article explains how Wenatchee staff got specialized training and describes the primary components of structured literacy:
Phonological awareness, ability to notice and distinguish different sounds in a word
Phonics, ability to match sounds to letters
Orthography, knowledge of how words and sounds are spelled
Morphology, knowledge of word roots, prefixes and suffixes
In a second article in its Education Lab literacy series, the Times on April 18, 2022, reported about Mercer Island, which also has trained teachers to provide structured literacy: “So far, there are signs of success: Early this year, fewer students were identified as potentially having dyslexia, an indicator that modified instruction is helping.”
TIP: Families can ask whether their school has staff trained in structured literacy. Or ask this: What evidence-based Specially Designed Instruction (SDI) is being provided to serve a student who is not learning to read with standard instructional methods?
An outside evaluation may provide additional information
If a school is unable to gather enough information to fully understand the causes and features of a student’s disability, parents have a right to request an Independent Educational Evaluation (IEE) for more information.
If the family is asking for an IEE because there is disagreement about the quality or conclusions of the school’s evaluation, the family can request an IEE at school district expense. PAVE provides a sample letter for requesting an IEE in this article: Evaluations Part 2: Next Steps if the School Says ‘No’. A school district must file Due Process to deny an IEE request.
In some situations, the family might pay for an IEE or seek one using medical insurance. In most cases, testing for dyslexia is done by a licensed educational psychologist. Neurologists and other medical professionals may also be qualified to provide a formal diagnosis.
Schools can call it dyslexia, but they don’t have to
Families and schools sometimes struggle with what to call a learning disability with features/characteristics of dyslexia. That topic was part of one family’s Due Process complaint against a school district in Washington State. In February 2022 the Ninth Circuit Court of Appeals issued a decision. The court said schools are not required to name a student’s learning disability dyslexia. Schools can meet federal and state standards by identifying a student as having a Specific Learning Disability.
Some Specific Learning Disabilities that impact students are:
Dyslexia—a learning disability in reading
Dysgraphia—a learning disability in writing
Dyscalculia—a learning disability in math
Although not legally required, use of these terms is allowed. The US Department of Education on October 23, 2015, issued a Dear Colleague letter to encourage schools nationwide to do more to identify and serve students with Specific Learning Disabilities. The letter includes information about federal law—the Individuals with Disabilities Education Act (IDEA):
“The purpose of this letter is to clarify that there is nothing in the IDEA that would prohibit the use of the terms dyslexia, dyscalculia, and dysgraphia in IDEA evaluation, eligibility determinations, or IEP documents.”
Since 2015, nearly all states have passed laws to require schools to assess students and provide support for those who need help in reading because of dyslexia.
On April 25, 2016, the US Department of Education issued guidance about the school’s responsibility to evaluate a student who is having reading difficulties. The department’s guidance is formatted as a Letter to Kelli Unnerstall of Decoding Dyslexia of Missouri. The letter includes information about when a school district (“public agency”) might pay for assessment from a medical provider:
“If the public agency decides that a medical evaluation or any other assessment is necessary to determine whether the child has a disability and his or her educational needs, the entire evaluation must be provided at no cost to the parents.”
TIP: Families can talk about their student as having a Specific Learning Disability with characteristics/features of dyslexia, dysgraphia, dyscalculia, or more than one. Evidence-based instruction from properly trained teachers is required, regardless of how the disability is named.
How might a student with dyslexia keep up with their class?
Schools are responsible to support students at their age, grade, and developmental level. Washington follows Common Core Standards for all students, including those who receive services through an IEP or Section 504 Plan.
OSPI’s Best Practices for Supporting Grades 3 and Above lists evidence-based classroom strategies, social-emotional supports, and how to accommodate a struggling reader at school. The top recommendations:
Use audiobooks to support access to grade-level curriculum.
Allow Assistive Technology, including audio features, voice typing/dictation software for writing, or assistive applications for spelling and notetaking.
Learning standards for literacy go beyond the skill of saying or thinking the words on the page. Here’s a way to understand what this means. While reading the Common Core standard below, consider how assistive technology might help students with reading disabilities move closer to these aspirations:
“The Common Core asks students to read stories and literature, as well as more complex texts that provide facts and background knowledge in areas such as science and social studies. Students will be challenged and asked questions that push them to refer back to what they’ve read. This stresses critical-thinking, problem-solving, and analytical skills that are required for success in college, career, and life.”
TIP: Schools and families can talk about how children learn to think critically, problem solve and analyze information through schoolwork done by reading or listening.
A student with dyslexia might work on literacy two ways:
SDI: Student can work on literacy at their level, with help from teachers using evidence-based Specially Designed Instruction (SDI). and…
Accommodations: Student can use audible formats and text-to-speech and/or speech-to-text to support reading in all subject areas, including literature, nearer grade level.
Here’s a way to talk about this two-part approach from a student rights perspective:
SDI: A student receiving special education services has the right to FAPE—Free Appropriate Public Education. FAPE requires SDI in areas of need to help a student make solid progress. Federal law describes that as “progress appropriate in light of the child’s circumstances” (Endrew F decision).
Accommodations: FAPE is required in the Least Restrictive Environment (LRE), which is general education in the neighborhood school, “to the maximum extent appropriate.” Access to the core curriculum is included. If technology helps the student access grade-level (or adapted grade-level) learning materials, then the school is responsible to accommodate those needs. Accommodations are part of an IEP or a Section 504 Plan.
TIP: Ask the school what audible book service they subscribe to (Bookshare, for example) and how the student can get audible books and curriculum materials. Make sure the student has headphones, a microphone, devices, and spaces to use text-to-speech/speech-to-text and audible books. All can be listed in an IEP or 504 Plan.
What other help can we ask for?
Other state recommended accommodations for students with reading/writing disabilities:
Provide extended time for reading and writing, especially for testing.
Provide fewer test/homework problems that work on the same skill.
Allow modified grading of spelling and grammar (consider the purpose of the task).
Print or record verbal step-by-step directions or allow student to take a picture or video.
Students with learning disabilities have the right to accommodations and support to enable them to work successfully toward a high-school diploma. If a student chooses an alternative route through General Educational Development (GED) testing, they may be eligible for accommodations. A website called passged.com lists disability conditions that might make a person eligible for testing supports. Included are dyslexia, dysgraphia, and dyscalculia.
What options do families have if they disagree with the school?
Families have the right to attend public meetings of their local school board to make requests and provide feedback.
A group of families in Easten Washington filed a petition with Change.org in February 2022, to ask for literacy improvements from the Richland School District (RSD). Included are statistics showing that the COVID-19 pandemic worsened already poor reading scores.
The petition asks for a more structured approach to literacy and makes this appeal: “As parents of Richland School District students, we are writing you to plead with you to improve our students’ reading proficiency. Every student deserves the opportunity to become a proficient reader! Reading is a foundational skill that affects one’s ability to function within our society.”
More detail about dyslexia
The state’s definition of dyslexia, adopted in 2018, is similar to a definition promoted by the International Dyslexia Association. According to Washington State’s definition:
“Dyslexia is a specific learning disorder that is neurological in origin and that is characterized by unexpected difficulties with accurate or fluent word recognition and by poor spelling and decoding abilities that are not consistent with the person’s intelligence, motivation, and sensory capabilities.”
Understood.org provides a video and additional materials to support understanding of dyslexia. Here’s their plain language definition: “Dyslexia is a common condition that makes it hard to work with language.”
Keep in mind that parents and schools don’t need to use the term dyslexia at all. They can talk about a student’s learning disability in reading, writing, or math in broader terms. Specific Learning Disability is defined by the Washington Administrative Code (WAC 392-172A-01035):
“Specific learning disability means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia, that adversely affects a student’s educational performance.”
The state’s definition of learning disability excludes “learning problems that are primarily the result of visual, hearing, or motor disabilities, of intellectual disability, of emotional disturbance, or of environmental, cultural, or economic disadvantage.”
Trouble understanding the difference between left and right
In school, children with dyslexia are likely to:
Struggle sounding out new words and counting syllables
Reverse letters and numbers after most students stop doing that, around age 8
Struggle taking notes and copying words from the board
Have a hard time rhyming, connecting sounds and letters, and putting the sounds of words in the right order
Misspell even familiar words (cmpt instead of camped)
Read much more slowly than peers
Avoid reading out loud
Show signs of fatigue from reading with great effort
National resources include comics and videos
Dyslexia awareness is promoted by the National Center on Improving Literacy (NCIL), which provides resources designed to support parents, teachers, and policy makers. On its website, the agency includes state-specific information, recommends screening tools and interventions and provides research data about early intervention. Through social media, the agency in October promotes a hashtag campaign, #DyslexiaAwareness.
NCIL provides a unique resource in the format of an online or downloadable comic book: Adventures in Reading Comic Books stars Kayla, a girl with dyslexia.
Here are a few video resources:
The NCIL provides a selection of videos, including one that features a University of Oregon doctoral candidate who has dyslexia and talks about her journey through school: Succeeding with Dyslexia.
Get on waitlists and get engaged in community programs!
Connect with other parents
Grace for yourself & find what works for you!
“Our children are children. Sometimes they are not ready, and we’re not ready to handle this now. For example, cold and flu season can be hard to start or add more therapies. We learned from our wrong turns.” – Andrea
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This two-part video series provides information about the rights of babies, toddlers, and young children with developmental delays or disabilities.
Part 1 provides information about early support services for babies through age 3. An interactive exercise is included to help families better understand how to participate in development of functional outcomes as part of the Individualized Family Service Plan (IFSP). The video includes information about how early support services are provided and delivered in Washington State and where to begin. Keep in mind that early services are provided in the natural environment—places where babies and toddlers would spend their days if there was no disability.
Part 2 includes information about the transition from early services into preschool and primary school. Families will learn how decisions are made about eligibility for an Individualized Education Program (IEP) and how to participate in educational decision-making for their child. Inclusion in general education is covered, with information about federal requirements for services in the Least Restrictive Environment, to the maximum extent appropriate. The video explains the components of an IEP and provides advocacy tips to support parents and children throughout their educational years.
Families can reach out for individualized assistance from our Parent Training and Information (PTI) staff at PAVE. Click Get Help or call 800-572-7368.
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Even young children can become grounded and calm if breathing with intention is fun and accessible to them. This short video features two young models showing how they give their stuffed animals a ride while they breathe into and out of their tummies.
Have your child choose a comfortable place to lie down and place their stuffed animal on their tummy. Help them to notice what it’s like to breathe and watch the stuffy go up and down. Ask them what it feels like to notice their breathing and their stuffy taking a ride.
Our five-year-old model says, “I loved it and felt like I could fall asleep.”
New parents have a lot to manage. Concern about whether a child’s growth and development are on track can be confusing. This toolkit provides places to begin if caregivers suspect that a baby or young child may need services due to a developmental delay or disability.
How do I know if my child is developmentally delayed?
In addition, several state agencies collaborated to publish Early Learning and Development Guidelines. The booklet includes information about what children can do and learn at different stages of development, from birth through third grade. Families can purchase a hard copy of the guidelines from the state Department of Enterprise Services. Order at: myprint.wa.gov. A free downloadable version is available in English and Spanish from the website of the Office of Superintendent of Public Instruction (OSPI): Early Learning and Development Guidelines.
The Centers for Disease Control and Prevention (CDC) manages a campaign to Learn the Signs. Act Early. The website includes tools for tracking milestones and materials for families to learn more and plan home-based activities to promote skill development.
Birth-3 services are provided by ESIT
In Washington, the Department of Children, Youth and Families (DCYF) administers services for eligible children from birth to age 3 through Early Support for Infants and Toddlers (ESIT). Families can contact ESIT directly, or they can reach out to their local school district to request an evaluation to determine eligibility and consider what support a child might need. ESIT provides information on a page called Parent Rights and Leadership, with procedural safeguards described in a brochure that can be downloaded in multiple languages.
Evaluation determines eligibility
After a referral is accepted, a team of professionals uses standardized tools and observations to evaluate a young child’s development in five areas:
· Physical: Reaching for and grasping toys, crawling, walking, jumping
· Cognitive: Watching activities, following simple directions, problem-solving
· Social-emotional: Making needs known, initiating games, starting to take turns
· Communication: Vocalizing, babbling, using two- to three-word phrases
· Adaptive: Holding a bottle, eating with fingers, getting dressed
Services are provided through an IFSP
Children who qualify receive services through an Individualized Family Service Plan (IFSP). Early learning programs are designed to enable success in the child’s natural environment (home, daycare, etc.), which is where the child would be if disability was not a factor. PAVE provides more information in an article and a two-part video series:
The federal law that protects children with disabilities and creates a funding source for services to meet their individualized needs is the Individuals with Disabilities Education Act (IDEA).
Part A includes general guidance about the rights of children 0-21 with disabilities.
Part B protects eligible students ages 3-21 with the right to school-based services delivered through an Individualized Education Program (IEP).
Part C guarantees the right to early intervention services for children Birth-3 who meet eligibility criteria.
Under IDEA, school districts have the affirmative duty to seek out and evaluate children with known or suspected disabilities who live within their boundaries. That affirmative duty is protected through IDEA’s Child Find Mandate.
Child Find Mandate protects:
Children Birth-3 with known or suspected disability conditions that may significantly impact the way they learn and engage within their natural environment
Students 3-21 who may be significantly impacted in their ability to access grade-level learning at school because of a known or suspected disability condition
If a child did not receive early intervention services but disability is suspected or shown to impact learning, a family caregiver or anyone with knowledge of a child’s circumstances can request that the school district evaluate a child 3 years or older to determine eligibility for school-based services. PAVE provides information about how to make a formal written request for an educational evaluation: Sample Letter to Request Evaluation.
Preschool children have a right to be included
If eligible, students 3-21 can receive free services through an Individualized Education Program (IEP) served by the local school district. PAVE provides guidance for families new to the process: Steps to Read, Understand, and Develop an Initial IEP.
The Office of Superintendent of Public Instruction (OSPI), provides guidance specific to Early Childhood Special Education. Districts must consider how to include preschool students with non-disabled peers. General education classrooms are considered the Least Restrictive Environment, and LRE is a primary guiding principle of the IDEA.
Below is a list of IEP eligibility categories. The Washington Administrative Code (WAC 392-172A-01035) lists state criteria for each category.
Developmental Delay is an eligibility category for Washington students through age 9. At that point, an evaluation would need to show eligibility in one of the other 13 categories for the student to continue receiving IEP services.
Please note that a medical diagnosis is not required for a school district to determine eligibility, which is based on three criteria:
a disability is present
a student’s learning is significantly impacted, and
services are necessary to help the child access appropriate learning.
All three prongs must be present for a student to be eligible for an IEP in one or more of these disability categories:
Autism
Emotional Disturbance (In Wash., Emotional Behavioral Disability)
Specific Learning Disability
Other Health Impairment
Speech/Language Impairment
Multiple Disabilities
Intellectual Disability
Orthopedic Impairment
Hearing Impairment
Deafness
Deaf blindness
Visual Impairment/Blindness
Traumatic Brain Injury
Developmental Delay (ages 0-9 in Wash.)
Improving Services for All Young Children with Disabilities
The Department of Children Youth and Families, State Interagency Coordinating Council (SICC) ensures interagency coordination and supports the ongoing development of quality statewide services for young children and their families. The Council advises, advocates, and collaborates on state, local and individual levels to maximize each child’s unique potential and ability to participate in society. The Council works to improve the quality of life for children who experience disability and promotes and supports family involvement and family-centered services. If you are interested in becoming a member of the SICC, attending a public meeting, and/or learning more, go to DCYF State Interagency Coordinating Council
PAVE is here to help!
Parent Training and Information (PTI)is federally funded to provide assistance for family caregivers, youth, and professionals. We know educational systems use a lot of complicated words and follow regulated procedures that can feel confusing. We do our best to help school-and-family teams work together so students with disabilities can access their right to a Free Appropriate Public Education (FAPE). Learn more about PTI and click Get Help to receive individualized assistance.
Early intervention services help infants and toddlers with disabilities or delays to learn and catch up in their development. This article covers some basics about services for young children in Washington State.
Families concerned about a child’s development can call the Family Health Hotline at 1-800-322-2588, with support in multiple languages. Parents can complete a developmental screening online for free at Parent Help 123.
PAVE’s Parent Training and Information (PTI) staff help families understand and navigate service systems for children 0-26. Click Get Help at wapave.org or call 800-572-7368.
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New parents may struggle to know whether their child’s growth and development are on track. They may have a feeling that a milestone is missed, or they may observe siblings or other children learning and developing differently. Sometimes a parent just needs reassurance. Other times, a child has a developmental delay or a disability. In those cases, early interventions can be critical to a child’s lifelong learning.
Seek guidance from a Family Resource Coordinator (FRC)
Washington families concerned about a young child’s development can call the Family Health Hotline at 1-800-322-2588 (TTY 1.800.833.6384) to connect with a Family Resource Coordinator (FRC). Support is provided in English, Spanish and other languages. Families can access developmental screening online for free at Parent Help 123 developmental screening tool.
Several state agencies collaborated to publish Early Learning and Development Guidelines. The booklet includes information about what children can do and learn at different stages of development, focused on birth through third grade. Families can purchase a hard copy of the guidelines from the state Department of Enterprise Services. Order at: myprint.wa.gov. A free downloadable version is available in English and Spanish from OSPI’s website on a page labeled: Early Learning and Development Guidelines.
Washington early services are provided by ESIT
In Washington, the Department of Children, Youth and Families (DCYF) administers services for eligible children from birth to age 3 through Early Support for Infants and Toddlers (ESIT). Families can contact ESIT directly, or they can reach out to their local school district to request an evaluation to determine eligibility and consider what support a child might need. The ESIT website includes videos to guide family caregivers and a collection of Parent Rights and Leadership resources, with multiple language options.
Early intervention services are provided in the child’s “natural environment,” which includes home and community settings where children would be participating if they did not have a disability. According to ESIT, “Early intervention services are designed to enable children birth to 3 with developmental delays or disabilities to be active and successful during the early childhood years and in the future in a variety of settings—in their homes, in childcare, in preschool or school programs, and in their communities.”
Early services are delivered through an IFSP
Children who qualify receive services through an Individualized Family Service Plan (IFSP). The right to an IFSP is protected by Part C of the Individuals with Disabilities Education Act (IDEA). The IDEA is a federal grant program that provides funding for states to implement early learning and special education programs. Part B of the IDEA protects an eligible school-age student’s right to an Individualized Education Program (IEP). Part A includes general guidance about the educational rights of children 0-21.
Family caregivers, childcare professionals, teachers, or anyone else can refer a child for an early learning evaluation if there is reason to suspect that a disability or developmental delay may be impacting the child’s growth and progress. The school district’s duty to seek out, evaluate and potentially serve infants, toddlers or school-aged students with known or suspected disabilities is guaranteed through the IDEA’s Child Find Mandate.
First Step: Evaluate to determine eligibility
Early intervention is intended for infants and toddlers who have a developmental delay or disability. Eligibility is determined by evaluating the child (with parental consent) to see if the little one does, in fact, have a delay in development or a disability. Eligible children can receive early intervention services from birth to the third birthday.
After a referral is accepted, a team of professionals uses standardized tools and observations to evaluate a child’s development in five areas:
: Reaching for and grasping toys, crawling, walking, jumping
: Watching activities, following simple directions, problem-solving
: Making needs known, initiating games, starting to take turns
: Vocalizing, babbling, using two- to three-word phrases
: Holding a bottle, eating with fingers, getting dressed
The tools used to evaluate a child provide scores that are compared with the scores of children who are typically developing. Eligibility is met based on one or more of these conditions:
Next Step: Develop a service plan
If an infant or toddler is eligible, early intervention services are designed to meet the child’s individual needs. Options might include, but are not limited to:
Assistive technology (devices a child might need)
Audiology or hearing services
Speech and language services
Counseling and training for a family
Medical services
Nursing services
Nutrition services
Occupational therapy
Physical therapy
Psychological services
Services are typically provided in the child’s home or other natural environment, such as daycare. They also can be offered in a medical hospital, a clinic, a school, or another community space.
Individualized Family Service Plan (IFSP): What is the plan?
The IFSP is a whole family plan, with the child’s primary caregivers as major contributors to its development and implementation. Parents/custodial caregivers must provide written consent for services to begin. In Washington, Family Resource Coordinators (FRCs) help write the IFSP. Team members may include medical professionals, therapists, child development specialists, social workers, and others with knowledge of the child and recommendations to contribute.
The IFSP includes goals, and progress is monitored to determine whether the plan is supporting appropriate outcomes. The plan is reviewed every six months and is updated at least once a year but can be reviewed at any time by request of parents or other team members. The IFSP includes:
The child’s current developmental levels and needs in physical, cognitive, communication, social/emotional, and adaptive areas
Family information: resources, priorities, and concerns of parents/caregivers.
Major results/outcomes expected from the child and family
Specific services:
Where services are provided—any services provided outside the child’s “natural environment” of home/daycare/community require a statement explaining the rationale for the placement
When the child receives services—the number of days or sessions for each service, and how long each session will last
Who pays for the services
Name and contact information for the Family Resource coordinator (FRC) responsible for IFSP implementation
Steps to begin at age 2.5 to support the child’s transition out of early intervention and perhaps into school-based services.
If relevant, additional services or information for the family—such as financial guidance or parenting support
Dispute resolution options are available
If parents have a concern or disagree with any part of the early intervention process, they can contact their Family Resource Coordinator (FRC). If issues remain unresolved, families may choose from a range of dispute resolution options that include mediation, due process, and more. ESIT provides access to a downloadable parent rights brochure with information about dispute resolution options in multiple languages.
Most services are free to families
Washington State provides most early intervention services at no cost to families of eligible children. Some services covered by insurance are billed to a child’s health insurance provider, with the signed consent of a family caregiver. The early intervention system may not use health care insurance (private or public) without express, written consent.
Part C of the IDEA requires states to provide the following services at no cost to families: Child Find (outreach and evaluation), assessments, IFSP development and review, and service coordination.
More resources
Learn the Signs. Act Early. The website includes tools for tracking milestones and materials for families to learn more and plan home-based activities to promote skill development. “Early intervention services can change a child’s developmental path and improve outcomes for children, families, and communities,” the CDC encourages. “Help your child, help your family! Families benefit from early intervention by being able to better meet their children’s needs from an early age and throughout their lives.”
The US Department of Education Office of Special Education Programs (OSEP) provides funding for the Early Childhood Technical Assistance Center (ectacenter.org), based at the University of North Carolina, Chapel Hill. The center builds state and local capacity to improve outcomes for young children with disabilities and their families.
PAVE’s Parent Training and Information (PTI) staff provide information, training, resources, and technical assistance to help family caregivers, students and professionals understand rights and responsibilities within education systems, including those for early learning. For support, complete an online help request at wapave.org or leave a message at the helpline: 1-800-572-7368/press 115.
A medical diagnosis of autism is not required for school-based evaluations or interventions. Read on for more information.
Families concerned about a child’s development can call the state’s Family Health Hotline at 1-800-322-2588. This toll-free number offers help in English, Spanish and other languages.
To encourage early screening for ASD, the Centers for Disease Control and Prevention (CDC) provides a 2-page tracking chart of developmental markers for children Birth-4.
The University of Washington Autism Center provides a collection of resources in categories that include online tools, early recognition, service organizations, and neurodiversity.
Information about early screening recommendations and state-specific guidance is available from the Washington Department of Health (DOH).
Help navigating medical systems is available from PAVE’s Family to Family Health Information Center. Fill out a Helpline Request for direct support or visit the Family Voices of Washington website for further information and resources.
Full Article
Parents of children with autism have many different experiences when watching for their baby’s first smile, their toddler’s first steps, emerging language, or their child’s learning in playtime or academic areas. When developmental milestones aren’t met in typical timeframes, families may seek a diagnosis, medical interventions, and/or supports from school.
April is Autism Acceptance Month, providing an opportunity to consider challenges and celebrations for individuals who experience neurodiversity, which is a word used to capture a range of differences in the ways that humans function and experience the world.
Self-advocates in the Autistic community celebrate diversity
Much of the Autistic community rallies to honor neurodiversity, uplift the voices of self-advocates, and forward the movement of civil and social rights. “Nothing About Us Without Us” is part of the disability rights movement supported by The Autistic Self Advocacy Network (ASAN), which shares resources by autistic individuals with lived experience for people who have autism spectrum disorders. ASAN created an e-book, And Straight on Till Morning: Essays on Autism Acceptance, as part of Autism Acceptance Month 2013. The agency also provides a welcome kit for newly diagnosed individuals: Welcome to the Autistic Community!
What is Autism Spectrum Disorder (ASD)?
Autism is referred to as a “spectrum” disorder, which means that signs and symptoms vary among individuals. The Centers for Disease Control and Prevention (CDC) defines Autism Spectrum Disorder (ASD) as “a developmental disability that can cause significant social, communication and behavioral challenges.
“There is often nothing about how people with ASD look that sets them apart from other people, but people with ASD may communicate, interact, behave, and learn in ways that are different from most other people. The learning, thinking, and problem-solving abilities of people with ASD can range from gifted to severely challenged. Some people with ASD need a lot of help in their daily lives; others need less.”
A diagnosis of ASD includes several conditions that were formerly diagnosed separately. Examples include autistic disorder, pervasive developmental disorder not otherwise specified (PDD-NOS), and Asperger syndrome. A short YouTube video by Osmosis.org provides an overview of ASD.
Signs and Symptoms
People with ASD may have problems with social, emotional, and communication skills. They might repeat certain behaviors or have rigid ideas about routines. Signs of ASD begin during early childhood and typically last throughout life. The CDC recommends that families seek early intervention if there are concerns about how a child plays, learns, speaks, acts, and moves.
Here are a few examples of some ASD symptoms:
Not pointing at objects, such as an airplane flying overhead, or looking when someone else points
Avoiding eye contact
Trouble understanding or expressing feelings
Not wanting to be held or cuddled
Repeating or echoing words, phrases, or actions
Not playing “pretend”
Unusual reactions to the way things smell, taste, look, feel, or sound
Diagnosing ASD can be difficult since there is no specific medical test. Doctors look at the person’s behavior and development to make a diagnosis. The CDC says a diagnosis from a credible professional by age 2 is considered very reliable.
How to seek a diagnosis
Medical diagnoses in Washington are provided by Autism Centers of Excellence (COEs). Many of these centers provide access to Applied Behavioral Analysis (ABA) therapy, an intervention that is helpful for some individuals with ASD.
An Autism COE may be a health care provider, medical practice, psychology practice, or multidisciplinary assessment team that has completed a certification training authorized by the state’s Health Care Authority (HCA). Physicians, nurse practitioners, and pediatric primary care naturopaths are eligible to apply for COE training and endorsement. The Developmental Disabilities Administration (DDA) accepts diagnoses from COEs as a component of DDA services eligibility, with the exception of naturopathic providers.
The American Academy of Pediatrics recommends that all children have a developmental screening at every well-child check-up, with an autism screening at 18 months of age and again between ages 2 and 3. To encourage early screening and intervention, the CDC provides a two-page tracking chart of developmental markers for children Birth-4. Further information about these recommendations is available from the Washington Department of Health (DOH).
CDC numbers show that 1 in 88 children have ASD. According to Washington’s DOH, about 10,000 of the state’s children have ASD. An Autism Task Force has been at work since 2005 to promote early screening and intervention. In collaboration with DOH and other agencies, the task force in July 2016 published the downloadable Autism Guidebook for Washington State.
The guidebook includes information for families, care providers, educators, medical professionals, and others. It includes an extensive Autism Lifespan Resource Directory. Diagnostic criteria and special education eligibility criteria are described, as are specifically recommended interventions.
Getting help at school
Autism is an eligibility category for a student to receive school-based services through an Individualized Education Program (IEP). The categories are defined by the federal Individuals with Disabilities Education Act (IDEA). State law further defines the categories and criteria for intervention.
The Washington Administrative Code that describes IEP eligibility (WAC 392-172A-01035) describes autism as “a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a student’s educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences.”
Regardless of whether a student is medically diagnosed with ASD, a school district has the affirmative duty to seek out, evaluate and serve—if eligible—any child within its boundaries who has a known or suspected disability condition that may significantly impact access to learning (Child Find Mandate). Child Find applies to IDEA’s Part B IEP services for children ages 3-21 and to IDEA’s Part C early intervention services for children Birth-3.
Families concerned about a child’s development can call the state’s Family Health Hotline at 1-800-322-2588. This toll-free number offers help in English, Spanish and other languages.
Schools have specific evaluation tools to determine how the features of an autistic disorder might impact school. Evaluations can also determine eligibility based on health impairments (for example, ADHD), speech delays, learning disabilities, or emotional behavioral conditions that might co-occur with autism. See PAVE’s article about evaluation process for more information, including a list of all IDEA eligibility categories.
In short, a student is eligible for an Individualized Education Program (IEP) if the evaluation determines:
The student has a disability
The disability significantly impacts access to education
The student requires Specially Designed Instruction (SDI) and/or Related Services
Not every student with ASD is eligible for school-based services through an IEP. Some may have “major life activity” impacts to qualify for a Section 504 Plan, which can accommodate a student within general education.
Section 504 provides anti-discrimination protections as part of the Rehabilitation Act of 1973. Keep in mind that students with IEPs have disability-related protections from IDEA and Section 504. Additional protections are part of the Americans with Disabilities Act (ADA). See PAVE’s article about disability history for additional information.
Resources related to ASD
Resources for families, teachers, and medical providers supporting individuals with autism are vast. The University of Washington Autism Center provides a manageable place to begin with a small collection of resource categories that include online tools, early recognition, organization, and neurodiversity. Within its online tools, UW maintains lists of organizations that provide advocacy, assessments, intervention services, and research/training.
Families whose children experience autism may need services beyond school. Speech, Occupational Therapy, Applied Behavioral Analysis (ABA) therapies, and other services may be available through insurance if they are determined to be medically necessary.
PAVE’s Family-to-Family Health Information Center (Family Voices of WA) provides support to families navigating various healthcare systems related to disability. Fill out a Helpline Request for direct support or visit the Family Voices of Washington website for further information and resources.
Another place to seek help with questions related to medical and/or insurance services is the Washington Autism Alliance (WAA). WAA provides free support for families navigating insurance and medical systems and can help with DDA applications. WAA’s website requests families to join the agency by providing basic information before they navigate to request an intake. Note that while basic services are free from WAA, the agency may charge a fee based on a sliding scale if families request legal services from an attorney.
WAA is sponsoring a virtual Day Out for Autism April 24, 2021, with family-friendly Facebook Live events starting at 10 am.
School districts have an affirmative duty to locate, evaluate and potentially serve any infant, toddler or school-aged student impacted by disability under the Child Find Mandate — part of special education law.
The duty to evaluate is based on a known or suspected disability that may significantly impact access to learning. Data from evaluation then determines eligibility. Washington’s Office of Superintendent of Public Instruction (OSPI) has state specific information about Child Find.
PAVE recommends making referrals in writing and provides a sample letter.
Public school districts provide evaluations and special education services at no cost to the family.
Family caregivers, teachers, or anyone else can refer a child for an educational evaluation if there is reason to suspect that a disability is impacting that child’s ability to learn. The local school district provides a comprehensive evaluation, free to the family, if there is a known or suspected disability and reason to believe that appropriate early learning or school success requires intervention.
The school district’s duty to seek out, evaluate and potentially serve infants, toddlers or school-aged students is guaranteed through the Individuals with Disabilities Act (IDEA), as part of the Child Find Mandate. The law says that this obligation to evaluate exists for all children ages 0-21, regardless of whether they:
Attend private or public school
Are housed in a stable way or are homeless
Live with a birth or adopted family or are a ward of the state
Receiving adequate marks and “passing from grade to grade” does not erase the school’s responsibility to evaluate. Impacts to all areas of school and learning are considered. Academic challenges might trigger an evaluation. So can school refusal, communication deficits, missing social skills, trouble with emotional regulation and behavior challenges.
Children in private and home-based schools are protected by Child Find
Parents have the right to request an evaluation from the public-school district regardless of whether a child attends public school. If the child is found eligible, the local district is responsible to provide services unless the family does not want them. In some cases, families arrange to have a child attend private or home-based school but receive special-education services through the public school. Private schools do not have to evaluate children or provide special education, but they are responsible to provide equitable services and to comply with the Americans with Disabilities Act. See PAVE’s article about navigating private school.
The IDEA includes categories of disability that might qualify a student for special education services at a public school. PAVE has an article about IDEA and additional articles with information about evaluation process.
Request an evaluation in writing
PAVE’s Parent Training and Information (PTI) staff recommend that families request evaluation formally—in writing. Specific deadlines apply in the evaluation process. Washington districts have 25 school days to decide whether to evaluate. After parents sign consent, staff have 35 school days to complete the evaluation.
A sample letter to request evaluation is available on PAVE’s website. The Office of Superintendent of Public Instruction (OSPI) provides more detail about state requirements. A national agency called Wrightslaw has additional information about Child Find.
The Child Find Mandate requires states to implement programs to locate children who might need more support, particularly those who might need services as infants or toddlers. Child Find is written into the IDEA in “Part C,” which protects children 0-3 with known or suspected disabilities in need of early intervention. However, Child Find applies to all children who might need services—through age 21 or until high-school graduation.
Testing determines whether the child has a disability that is causing learning delays. For very young children, this includes a known or suspected disability that might delay learning. For a child younger than 3 in Washington State, early intervention is provided with an Individualized Family Service Plan (IFSP). PAVE’s website includes an article with more information about early intervention services and the transition to school-aged services at age 3.
For a child ages 3-21, an evaluation determines whether a disability is significantly impacting access to school and whether specially designed instruction is necessary for the student to access learning at school.
Schools use data to determine whether a child is eligible for services
The duty to evaluate is based on a known or suspected disability that may significantly impact access to learning. Data from evaluation then determines eligibility. Washington’s Office of Superintendent of Public Instruction (OSPI) has state specific information about Child Find.
The referral process includes a review of existing data about a student. Existing data might include information from families, medical providers and anyone who can discuss a child’s performance at public school, preschool, private school, at home or in another setting. Based on this data, the district decides whether to evaluate. Often the decision is discussed at a “referral meeting” with school staff and parents. If a school district refuses to evaluate, family caregivers can request an explanation in writing and have the right to dispute that decision by exercising Procedural Safeguards.
Child Find requires schools to do outreach
School districts operate Child Find programs in a variety of ways. For example, a school might:
Train teachers to recognize signs that a student might need to be screened
Publish, post and distribute information for parents so they can understand how to request evaluation and why a child might benefit from services
Offer workshops or other trainings to parents about evaluation, early intervention and special education
When should the caregiver for a young child be concerned?
If parents do not think their child is growing or developing like other children the same age, they can request an educational evaluation, even if a pediatrician says there is no cause for concern. The national Center for Parent Information and Resources (CPIR website: ParentCenterHub.org) provides a list of developmental milestones to help parents recognize potential delays.
Early intervention can be critical. Parents can contact their local school district or seek more information and assistance from Early Support for Infants and Toddlers (ESIT), managed by Washington’s Department of Children, Youth, and Families (DCYF).
To determine whether early intervention is needed, an evaluator considers:
The evaluator uses natural situations to look at these skills while a child stacks blocks, draws, counts, cuts with scissors, jumps, or performs other activities. Testing time varies, and parents can ask how much time was spent, which settings were reviewed, and who conducted the review.
Parents can decide whether they agree with the results and whether they believe the evaluation was appropriate. “Appropriate evaluation” is protected by special education law, the IDEA, as a primary principle. Parents who disagree with the results of an evaluation—or a school’s decision to not evaluate—have the right to dispute decisions through a variety of informal and formal processes, described in Procedural Safeguards.
Birth-3 services are provided through an IFSP
If an evaluation determines that a child requires early intervention, then those services are provided through an IFSP. Early intervention services might include speech and language therapy; physical therapy; psychological services; home visits; medical, nursing, or nutrition services; hearing or vision services.
In most cases, services are provided in the home or in a child-care setting. The goal is for services to take place in the child’s “natural environment.” Occasionally a child may visit a provider’s office for specialized services.
What does an older child’s evaluation look like?
Educational evaluations for children 3-21 are conducted in consultation with a team that includes parents, teachers, special education professionals and school district administrators and evaluation specialists who can interpret and explain the results.
The assessments can look like academic tests, questionnaires, or informal observations. There are no right or wrong answers, and the evaluators are looking for clues that might show an area of need for different or specialized instruction. A comprehensive evaluation can measure a child’s ability to:
Think, reason and problem-solve
Understand spoken language
Explain ideas and speak clearly
Understand facial expressions and body language
Use facial expressions and body language to express emotion
Remember what they hear and understand different sounds
See differences in pictures and designs, remember what they see, and understand those visual images
Use body parts with physical skill
Get along with other people
Read, write, spell, and do math
Hear and see
Parents can provide a health history and notes and diagnoses from medical providers that contribute outside information to be considered as part of the assessment.
Children ages 3-5 with identified disabilities can receive free special education and related services at preschools run by the local public-school district or through federal Head Start or the state-run Early Childhood Education and Assistance Program (ECEAP). Often these preschools are specifically designed for children with disabilities, so inclusion with general education students may be limited.
Once a student enters the local public school for kindergarten, specialized instruction may be provided in general education by special educators who “push in” with support in the classroom. The IDEA requires education in the Least Restrictive Environment (LRE) to the greatest extent possible with typically developing peers. Special education is a service, not a place: See PAVE’s article with that slogan as its title.
Some children do not thrive in typical classrooms. The IEP team, including the parent, may determine that a smaller classroom or “pull out” instruction is needed for the student to make meaningful progress. These decisions are documented in the IEP.
Related services can support parent training
“Related services” might include speech-language therapy, occupational therapy, mental health counseling or special transportation to school or extracurricular activities. Training about positive behavior interventions for family caregivers, school staff and children also could be provided as a related service. Students who are enrolled in a private or home school may be dually enrolled in public school to access related services provided through an IEP.
During the pandemic, some extra attention has been paid to parent training as a related service in order for parents to understand how to support children learning from home.
What happens if a doctor or teacher refers a child for evaluation?
Any adult knowledgeable about a child’s condition can refer that child for evaluation. If a person outside the family makes the referral, parents get a formal written notification about the referral. Parents must sign consent for an evaluation process to begin.
Parents/guardians do not have to give permission. Parents who refuse to give permission have the right to request an evaluation later.
If school staff refer a student for an evaluation and parents do not want their child evaluated, the school district may ask parents to participate in mediation to further discuss the decision. If parents still refuse to sign consent, a school district can begin a legal procedure called Due Process to have the case considered by an administrative law judge. Through this process, a district may be allowed to screen a child for special education without parent consent.
If a student does not qualify for IEP services, a Section 504 Plan might help
A student who is evaluated and determined ineligible for special education might still qualify for some support with a Section 504 Plan. Section 504 defines disability much more broadly than the IDEA, and a student can qualify for support if an identified disability significantly impacts a major life activity, such as learning or socializing with peers.
Educational evaluations identify barriers to education, so schools can figure out how to help children make meaningful progress. Sometimes special education is provided to help with access to academic learning, and sometimes it is needed for a child to build functional skills or to develop more skill in Social Emotional Learning. When requesting a full and complete evaluation, parents can ask questions and provide feedback to make sure the school evaluates in all areas of suspected disability and that the tools for evaluation are comprehensive and varied.
Sometimes a child comes to the attention of the school because of unexpected behaviors that might lead to disciplinary actions. PAVE’s article, What Parents Need to Know when Behavior Impacts Discipline at School, has additional information for families who might be requesting an educational evaluation because of behavior incidents.
The Individualized Family Service Plan (IFSP) ends when a child turns 3. A transition to a preschool plan with an Individualized Education Program (IEP) requires a new evaluation and is a team-led process:
Planning begins 6-9 months before the third birthday.
The Family Resource Coordinator (FRC) schedules a transition conference to design a written Transition Plan.
The transition includes an evaluation that is conducted by the local school district and usually begins 2-3 months before the child’s third birthday.
If the child is determined eligible, the child will transition from a family-centered program of early learning (IFSP) into a school-based program (IEP).
Parent participation is critical: You are an important member of the transition planning team!
To qualify for an IEP, the child must meet evaluation criteria under the Individuals with Disabilities Education Act (IDEA). Criteria for Birth-3 services (Part C of the IDEA) are slightly different than the criteria for Special Education programming available for ages 3-21 (Part B of the IDEA).
To qualify for an IEP: (1) The student is determined to have a qualifying disability. (2) The disability adversely impacts education. (3) The evaluation indicates a need for specially designed instruction.
Differences in Eligibility
IDEA Part C (Also called Early Intervention -IFSP)
IDEA Part B (Also called Special Education – IEP)
25% or 1.5 SD (Standard Deviation) Below the mean in one area of development – OR-
2 SD (Standard Deviation ) below the mean in one or more areas of development – OR –
Diagnosed physical or medical condition that has a high probability of resulting in delay
1.5 SD below the mean in two or more areas of development
Qualifying Disability Categories for IEP:
Developmental Delay (ages 3-8)
Specific Learning Disability
Intellectual Disability
Autism
Hearing Impairment
Emotional Disturbance
Deaf-blindness
Multiple Disabilities
Orthopedic Impairment
Other Health Impairment
Deafness
Speech/Language Impairment
Traumatic Brain Injury
A child who doesn’t qualify for an IEP:
May qualify for a Section 504 plan, which provides accommodations under the Rehabilitation Act of 1973 when:
The disability significantly limits one or more major life activities.
The student needs accommodations to access the general education curriculum.
May qualify for other services like Head Start, co-operative pre-school, paid pre-school or day care with early achievers, play-to-learn programs, and other early learning opportunities in a community setting.
Use this checklist to help track your family’s transition steps:
6-9 months before the child’s third birthday:
The Family Resource Coordinator (FRC) starts talking about transition.
The FRC transmits your child’s records to the school system, with your written consent. The most recent IFSP and evaluations/assessments are included.
If your child is potentially eligible for Part B services, a transition conference is scheduled.
Community resources are located.
Transition Conference:
Parent’s rights in special education are explained.
Options for early childhood special education and other appropriate services are discussed.
A transition time line is developed.
A transition plan is written into the IFSP.
Evaluation:
If you agree, you sign consent for evaluation.
Records from Early Intervention Services are received at the school.
Information from the family is considered.
Evaluation is completed, and the eligibility meeting is held within 35 school days so that an IEP can be developed before the child’s third birthday.
IEP Meeting:
The IEP meeting is scheduled with a formal written invitation with date, time and location.
Discussion and decision-making include the family, the FRC (with parent permission), and an early childhood special education staff member.
Eligibility for special education is decided.
If the child is eligible, the Draft IEP is brought to the team meeting and you will have the opportunity to agree or disagree.
You receive a copy of your rights and procedural safeguards.
If you agree, you sign consent for services to begin.
The IEP in action:
The child makes the transition from Early Intervention to Early Childhood Special Education or another pre-kindergarten arrangement, if chosen.
The IEP is in place by our child’s third birthday.
The team of professionals and parents continue working together to resolve any issues that arise.
All IEP team members communicate during this time of change.
Services for families with infants and very young children include family-focused, home-based support. Families are served with an Individualized Family Service Plan (IFSP). An IFSP ends when the child turns 3.
A child who qualifies for an Individualized Education Program (IEP) receives those services at school. Not all children who qualified for an IFSP will quality for an IEP. An IEP is for children ages 3-21, or until high-school graduation.
Families may transition from getting in-home help for their child with special needs to participating as members of an IEP team. This can feel like a big change. The information in this article can empower parents.
Transition planning starts at least half a year before the child’s third birthday. Providers, teachers, school administrators and the family start thinking and collaborating early about what the child might need to do well.
Read on to learn what parents need to know when a young child with special needs makes the transition from Birth-3 services into preschool or another program.
A parent-support agency called Informing Families provides a 12-minute video to guide parents through the early-learning transition process.
Full Article
When a child is born with a disability or the family realizes early that an impairment might impact a young child’s ability to learn and develop at a typical rate, the family can get help from the state. Early Support for Infants and Toddlers (ESIT) is managed by Washington’s Department of Children, Youth, and Families (DCYF).
Services for families with infants and very young children include family-focused, home-based support. When a child is ready to graduate from those early-learning services, the school district determines whether to conduct an educational evaluation to see whether the child qualifies for school-based services. If a child qualifies, the family and school district work together to generate an Individualized Education Program (IEP), which can begin at age 3 in preschool.
A child who qualifies for an IEP receives those services at school. Families transition from getting in-home help for their child with special needs to participating as members of the IEP team. The goals change, and parents help teachers and school staff talk about what the child needs to successfully access school and learning. This transition can be disorienting to some families. Read on for more detail.
Early Intervention can start from birth
Early intervention services are guaranteed by the Individuals with Disabilities Education Act (IDEA), under “Part C” of the IDEA. The U.S. Department of Education manages a federal grant program under the Office of Special Education Programs (OSEP) that helps states manage early intervention programs to support infants and young children and their families.
Part C services are available for infants and young children who:
Experience developmental delays, which are medically diagnosed to impact cognitive, physical, communication, social-emotional and/or adaptive skills
Have a diagnosed physical or mental condition that has a high probability of resulting in a developmental delay
Washington’s ESIT program assigns agencies in each county to serve as a “lead agency” to coordinate early learning services and testing. The lead agency works with service providers and the family to review a child’s medical record, discuss any observations by caregivers, and conduct screenings to see what’s going on and whether the issues of concern meet criteria under Part C for early intervention.
When a child is found eligible for services, a Family Resource Coordinator (FRC) manages the case. The FRC helps to develop an Individualized Family Service Plan (IFSP). Each plan is unique and may involve individualized instruction, therapy services and supported access to community resources. The plan is designed around the needs of the child and family and is not based on a predetermined program model.
Family-based, early learning services end on the child’s third birthday. A new educational evaluation is required to see whether the student qualifies for an IEP under “Part B” of the IDEA.
Part B services are available for children ages 3-21 (or until high-school graduation) who:
Are significantly affected by that disability at school (“Significant Educational Impact” is determined with evidence and data)
Require specialized instruction to overcome the barriers of that disabling condition
To qualify for an IEP under the IDEA, a student meets criteria in one of 14 disability categories
Autism
Deaf-blindness
Deafness
Emotional Disturbance
Hearing Impairment
Intellectual Disability
Multiple Disabilities
Orthopedic Impairment
Other Health Impairment
Specific Learning Disability
Speech / Language Impairment
Traumatic Brain Injury
Visual Impairment/Blindness
Developmental Delay (ages 0-8)
Note that the disability category of developmental delay can qualify a child for free, family-focused services to age 3 and school-based, IEP services through age 8.
Helpers get creative during “Part C-to-B Transition” planning
The FRC helps the family and school district get ready. Often this is referred to as “Part C-to-B Transition” planning, so it’s helpful when families understand that Parts C and B come from federal law, the IDEA (Individuals with Disabilities Education Act), designed to ensure that children with disabilities get the help they need to be successful at school and prepared for life.
For families who have received services through the state’s early-learning program (ESIT), Part C-to-B Transition planning starts at least half a year before the child’s third birthday. Providers, teachers, school administrators and the family start thinking and collaborating about what the child might need to do well. The work includes a “Transition Planning Conference,” which happens about 90 days before a child turns 3. The participants at this meeting write a plan for what services or community supports the child might receive.
Each plan is unique and designed to respond to individual needs. A child’s plan might indicate need for a specific child-care setting or medical-based therapies. The plan might include a referral to a specific, state-funded special-education preschool program through Head Start or the Early Childhood Education and Assistance Program (ECEAP, pronounced “E-Cap”). A transition plan also can name local playgroups or parent-support networks to connect the family to community resources. If a child’s educational evaluation has determined that the child is eligible for an IEP, then information about that is included.
Not all children who qualified for early-learning support will qualify for an IEP. Children who are not eligible for IEP services might be eligible to receive accommodations and support through a Section 504 Plan.
Early learning isn’t the only pathway to an IEP evaluation
Children who didn’t receive early-learning interventions can also be evaluated to determine whether they qualify for school-based services that can start as young as age 3 and can continue through age 21, or until a student graduates from high school.
Anyone with concerns about a child can refer the child for an educational evaluation. These referrals usually come from parents, teachers, medical providers or early-learning specialists. When a concerned adult formally requests an evaluation from the school district (best-practice is to make the request in writing), then the district is bound by the IDEA to respond to that request within 25 school days. PAVE provides a comprehensive article about the evaluation process.
The school district has a responsibility under the Child Find mandate of the IDEA to seek out and evaluate children with known or suspected disabilities who may need services.
When a school district agrees to evaluate, parents sign consent for the assessments to begin. The IDEA requires schools to complete an evaluation within 35 school days. For a child receiving early-learning services, the first IEP meeting is required on or before the child’s third birthday.
Families may invite whomever they want to an IEP meeting. For example, they can invite the Family Resource Coordinator (FRC), a family member, a friend or any other support person.
If the school district does not conduct an educational evaluation, or if the evaluation indicates that the child doesn’t qualify for school-based, IEP services, parents have the right to disagree with the school’s decision. The family can request a written statement that describes the school district’s position, with any information or data that was used to justify the decision.
PAVE’s Parent Training and Information (PTI) center provides technical assistance and can help parents understand how to participate in their child’s learning. Got to: wapave.org/get-help or call (253) 565-2266, 1-800-5-PARENT ext.115
The Arc of Washington hosts local Parent-to-Parent (P2P) programs across the state. Families can request a “support parent match” to talk with another parent who has already navigated this process. Visit Arcwa.org for more information.
Adaptive Play provides fun and engaging ways for children to learn new skills from occupational or physical therapists. Teachers in developmental preschools and kindergartens also make Adaptive Play part of their days. You can too!
Simply put, Adaptive Play is games and toys that work for children with unique physical or mental capacities. Special ways to play pretend, build with blocks, make up games or explore sensory experiences can engage and support children with developmental delays, physical challenges, sight or hearing challenges, or significant emotional/behavioral challenges. In hospitals, children in recovery might be able to “step outside” that bed or room for a while to have some playful fun.
Don’t let the fancy name intimidate you: Adaptive Play doesn’t have to be complicated or expensive. This article provides a few ideas and website links to help you get started. As the person who knows your child best, you may find that you are already creating Adaptive Play opportunities for your child!
By trying the ideas at home, you may also learn some tools and tricks that can be useful at daycare or school. For example, you may find out that certain sensory toys are great distractors, that playdough uplifts a mood or that a tub of play sand stimulates thinking and helps a child become centered.
Adaptive Playtime might include:
Modified toys, such as Duplo’s instead of Legos
BIG crayons, pencils, paper…
Water playtime with bubbles
A tub of sand, kidney beans, flax seeds with a variety of scoopers or measuring cups
Digging into a sensory tub full of something to scoop and pour can help if your child struggles with large and small muscle or motor movement. Picking things up, holding things steady, touching and smelling the objects also helps with sensory development.
Homemade playdough is another great way to turn “work” into play. Playdough develops muscle movement, touch, sight and smell and inspires the imagination. The Imagination Tree has a recipe for a non-toxic playdough. Your child can help you make it and can choose the colors and the smells!
A Speech-Language Pathologist who specializes in assistive technologies, Lynn Shugars, has published a list of Adaptive Play and Leisure activities online. Here are her “rules:”
It should be FUN! Don’t turn it into work or it won’t be enjoyable.
It should be MOTIVATING to the student. (This is often different from what teachers and parents think the student might enjoy).
Expose a student to many toys and activities to determine what they like.
Change activities often, but repeating activities is beneficial and highly recommended. This fosters memory skills and allows students to anticipate activities.
Choose manipulative toys and activities.
There are many websites, Facebook groups and Pinterest pages dedicated to creating great play and learning spaces for children with challenges. Pathyways.org, offers articles and videos about the importance of playtime. Another resource is a website called Growing Hands-on Kids.
Don’t limit yourself to what you read online! Creating toys and activities from everyday items allows children to see those everyday things as fun and usable and stimulates imagination in play. Getting creative with your child will create a model for how to work with objects in the world to keep things interesting and inventive. Engaging your child in the process of creating adaptive toys and activities might even make it easier to take a trip—you’ll find that all kinds of things that are readily available and inexpensive can become the perfect toy!
As the Program Director of the Early Intervention Program at HopeSparks Family Services in Tacoma, I am frequently asked why we spend time and money providing services in a child’s home, rather than having families bring children to a clinic setting. One reason is that it is the law, but more importantly, providing services at home or community settings where the child lives, learns, and plays, strengthens the capacity of the family in supporting their child’s development. By incorporating therapeutic and educational activities into the family’s daily routine (mealtime, bath time, play, story time), we are able to support that child and parent in the moment, to reflect on what is working and what is not working within the family’s social and cultural network. Parents often describe this experience as empowering, providing them the knowledge that they can carry out strategies when the therapists and educators are not available.
As a Speech-Language Pathologist, I have worked in clinical, medical, classroom, and home settings. When working with children birth to three-years-old, no matter the setting, I invite families to sit on the floor with their child and teach through play. When we are in the child’s home, I can use materials available to that child and parent all the time. I am aware of challenges that may exist and I am able to work through those challenges with the parent in the comfort of their home and community. During a recent session with a 2-year-old, I was privileged to work with the child’s mother, maternal grandmother, and paternal grandmother and show all three of them strategies for eliciting language. During the following session, the maternal grandmother commented on how she was able to follow the steps and get the same response from her grandson and she couldn’t believe how easy it was.
Traveling to homes, parks, and other community settings is not easy, but it is well worth it when we see families succeed in supporting their children and saying, “I can do this”, every day. I feel honored to be invited into the homes and communities of the families we serve and, after experiencing the enormous benefits, I would not want it to be any other way.
Rachael Gray, M.S., CCC-SLP Program Director Early Intervention Program HopeSparks Family Services P 253-565-4887; F 253-565-2983 www.HopeSparks.org
