Tag: parenting

Early Learning Transition: When Birth-3 Services End

Posted on by Nicol Walsh

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.

What’s Next when Early Childhood Services End at Age 3?

Posted on by Nicol Walsh

A Brief Overview

  • 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:

  1. Experience developmental delays, which are medically diagnosed to impact cognitive, physical, communication, social-emotional and/or adaptive skills
  2. 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:

  1. Have a qualifying disability in at least one of 14 federal qualifying categories
  2. Are significantly affected by that disability at school (“Significant Educational Impact” is determined with evidence and data)
  3. Require specialized instruction to overcome the barriers of that disabling condition

14 Disability Categories

  1. Autism
  2. Emotional Disturbance
  3. Multiple Disabilities
  4. Specific Learning Disability
  5. Visual Impairment / Blindness
  6. Deaf-Blindness
  7. Hearing Impairment
  8. Orthopedic Impairment
  9. Speech / Language Impairment
  10. Developmental Delay (ages 0-8)
  11. Deafness
  12. Intellectual disability
  13. Other health impairment
  14. Traumatic Brain injury

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.

Parents have rights to disagree through a variety of dispute engagement options. PAVE provides comprehensive articles about evaluation, IEP process and Procedural Safeguards, Student and Parent Rights.

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.

Additional Resources:
Informing Families – informingfamilies.org
Office of Superintendent of Public Instruction (OSPI) – k12.wa.gov   
OSPI Early Childhood services –  k12.wa.us/Specialeducation/earlychildhood
Early Intervention Resources in English and Spanish – ParentCenterHub.org
Washington State Department of Children, Youth, and Families – dcyf.wa.gov

If you are concerned about a child’s development:

A Mother Shares her Personal Journey of Welcoming a Baby with Down Syndrome

Posted on by Nicol Walsh

By Elizabeth Paschich

The news that my son had Down syndrome came at a bad time.  I was pregnant with our 6th child, and my husband and I were not on the same page about my pregnancy. Age 37, I qualified for extensive genetic testing that could identify the gender of my child at 11 weeks. I wanted to know—and to start planning for our new family member. I didn’t know the results would begin a different kind of preparation.

I got the news while visiting my younger sister in the hospital after she gave birth to her first baby, a girl. My doctor asked if it was a good time to call, and of course I said yes. He then told me that the test showed that my child had Down syndrome. He said he would refer me to Maternal Fetal Medicine for an ultrasound. He told me to store his number and to call any time with questions. Then he asked if I wanted to know my child’s gender and I said, “Oh, yes, yes I do.” He told me I was having a boy. I felt a tug in my chest; this was my first boy. I thanked him for his call and hung up.

There I was, in my sister’s hospital room, trying to figure out what to feel when I realized everyone was waiting for the news. I shook off any emotions and told them, “They think my baby has Down syndrome… but it’s a Boy!” No one knew what to say. I sat for a minute, my eyes fixed on that sweet baby girl. My other children were with me, and the youngest ones were so excited to know they were getting a baby brother. My oldest daughter asked a few questions and sat quietly with me on the ride home.

I felt completely alone. I didn’t call my husband because I felt like he wouldn’t say anything I needed to hear. I just wanted someone to tell me that everything was going to be okay. That night I shared the news with him, and this began an intense roller coaster of silence and arguing that lasted three days. I finally had the courage to tell my husband that he had a decision to make: Would he stay and support our family, or would he go? He opted to stay, but he coped with the news by staying in denial about the diagnosis of Down syndrome.

We went to our first ultrasound at Maternal Fetal Medicine, where they showed us the missing nasal bone and took some other measurements. They sent the results to my doctor, who reported that the baby also had a cyst on his brain that was considered normal and should fade in time. He gently told me that it wasn’t too late for other options. I briefly shared my husband’s desire to terminate the pregnancy because we already had so many children but that I just couldn’t. He asked me to give his number to my husband and to tell him to call if he had any questions or just needed to talk.

Each ultrasound provided new findings. As the months ticked by, we learned that our son had a pericardial effusion and some sort of calcification in his intestine. The 29-week ultrasound showed that the cyst was still there and identified a moderate dilation in his right ventricle and a moderate pericardial effusion. The 34-week ultrasound showed the same but with an increase in dilation and effusion; now they were talking potential Hydrops. I went for a fetal echocardiogram, which confirmed the ultrasound’s findings. My heart was heavy from worry, but I was beginning to accept that I was not in control.  I opted out of the fetal MRI. Everything I read made these results even scarier. I had my last ultrasound at 38 weeks and learned that the cyst and effusion were still there but that the dilation had returned to normal. 

Two days later I went into labor, which went quickly. My purple little guy was placed on my tummy, and he let out a cry. I was so thankful to hear him cry. Once they got him to turn pink it was time to try nursing and with a bit of effort he latched on. I started to cry because this meant I would know when he needed me, and I could feed him. He had an echocardiogram before we went home.  The cardiologist felt confident that the few little holes identified in his heart valves would be stable enough to wait for re-examination at his one-month visit.

During that first month my son cried at appropriate times and, while it was challenging, he was nursing. At one month, the cardiologist told me that he didn’t need to see my son anymore. The holes were closing as expected, and the effusion was close to gone. In time his little blue feet regained their color and soon it was all just a memory. His development was a little bit slower than typical, but my son smiled, giggled, rolled over, crawled, stood up… and we celebrated. His sisters encouraged him, and we found joy in everything from his first giggle to his bowel movements. I never forgot what could have been, so we kept pressing on and encouraging him to be great.

While each ultrasound brought more anxiety about my child’s future, I used those moments to learn how to become what he would need me to be. I accepted that I was not in control of what was happening but that I could control how I thought about the experiences.

When Lincoln came into our lives, we had no idea that it would change our view of the world. We have a chance to teach and learn in every challenge we face. My family is learning sign language as a team. We are spending more time appreciating each other’s strengths, and we are teaching others along the way. When children ask questions about Lincoln, I have an opportunity to speak from love about my little guy before they have a chance to hear any other way. My son has the most contagious smile, and he continues to impress his therapists. 

My son will be two this spring and he is standing on his own, walking with a walker, using multiple signs, and practicing with his voice constantly. He still ranks in the lower 25th percentile, compared with typically developing children, and we work with him daily to encourage his progress.

Has it been easy? Absolutely not! It has taken many therapy sessions and forced us out of our comfort zones. We have cried for him, and we have fears about his future. Being Lincoln’s mom has made me question everything about myself, but I wouldn’t change a thing. He is beautiful, loving, snuggly, smart, aware…. Above all else, he is my little boy.

In hindsight I am thankful for the way that every piece of our puzzle fell into place. This journey has pushed us to our limits and shown us that we can be okay. It gave us the opportunity to learn our boundaries, figure out what is worth fighting for, and that we are a team. I now advise others to open their minds and prepare for a new perspective on life. Your sadness is not wrong: It is real, and it will pass once you realize how much you have to celebrate.

Finding the Right Child Care Provider for Your Child

Posted on by Nicol Walsh

by Marcia Jacobs, Communications and Marketing Manager, Child Care Aware of Washington

Selecting a child care provider is one of a parent’s most important decisions. Your child may spend many hours with the provider you choose, and you want that playing and learning time to be well-spent.  

All parents look for a provider who can offer basic health, safety and quality, but parents of children with special needs have additional considerations. The provider needs to be comfortable caring for the child in a unique set of circumstances and may need specialized training and materials. The child needs quality care but also a provider who can make the days fun!

How do you start your search?

Child Care Aware of Washington (CCA of WA) is a nonprofit organization that has been helping families find quality, licensed child care for almost 30 years. The referral services are free to families, and licensed providers are included in the database for free. Because providers don’t pay to advertise, the service is fair and not biased. Families can search online or contact a representative at the Family Center for help.

Families of children with special needs can call the CCA of WA Family Center, (1-800-446-1114) to find a child-care provider. The representatives at the Family Center will listen to what your child needs and then look through the database of Washington’s licensed child care providers based upon the following:

  • Behavior Supervision/Supports
  • Communication Supports
  • Diapering/Toileting Assistance
  • Eating Assistance
  • Health Monitoring
  • Mobility Assistance
  • Medication Monitoring
  • Nursing Care
  • Physical Therapy
  • Respiratory Supports
  • Sensory Integration
  • Specialized Equipment
  • Vision Supports

Representatives from the Family Center also may be able to help families find financial help, if they qualify.

Child care providers may also be eligible for an increased subsidy for accepting eligible children with special needs.

Finding a licensed child care provider who meets your child’s unique needs may mean you have to look further than a few miles from where you live or work. Not all child care providers are prepared to care for all children. CCA of WA hopes to help you find the best fit for your family. 

Organize Your Child’s Medical and School Documents with a Care Notebook

Posted on by Nicol Walsh

A Care Notebook is an important tool for parents of children with special medical and school needs. This “notebook” might be a three-ring binder, an accordion file or a portable file box; it’s a place where you gather and organize important paperwork. You can include business cards and contacts, a call log, a calendar, emergency/crisis instructions, prescription information, history, school programming and other important documents that relate to your child’s unique needs for support and care.

Your portable Care Notebook should be kept up-to-date, with the most current versions of medical or school programs. Older files and records can be stored at home for reference. An important element of your on-the-go notebook is a pull-out document that provides a snapshot of your child’s unique needs. Depending on your child’s needs, you might create multiple copies of this document or you might make different versions for easy sharing with daycare providers, school staff, babysitters, the emergency room, summer camp counselors (see PAVE’s article) or others who support your child.

If building a Care Notebook sounds daunting, don’t worry. Most people start small and try different approaches until they find the best fit.  Here are a few ideas to help you begin.

  • Choose a holding system that makes sense for your organizational style: notebook, accordion file, small file box…
  • Identify and label the document sections by choosing tools that fit your holding system: dividers, clear plastic document protectors, written or picture tabs, color coding, card holders for professional contacts…
  • Include an easy-to-access calendar section for tracking appointments.
  • Include a call log, where you record the names (take time to spell full names correctly!) and phone numbers of professionals you talk to. You can take notes to create a written record of a conversation. You can also send a “reflective email” to clarify information shared in the call, then print your email and tape it into your call log to create a more formal written record of the call.
  • Use clear plastic sleeves for single pages or a small notebook for easy-reference information to share with a caregiver in a new situation (daycare, doctor, camp, overnight, emergency room…) Mommies of Miracles has an All About Me template.
  • Be creative! Use pictures, drawings, stickers… When appropriate, invite your child to participate.
  • Use technology: A website called Health Deals provides linkages to 4 Top Apps for Organizing Your Medical Records.

Your child’s medical providers might help you write a care plan and can provide specific contact information, medication lists and emergency contact procedures for each office. Your school can provide copies of an Individualized Education Program (IEP), a Section 504 Plan, a Safety Response Protocol, a Behavior Intervention Plan or other documents. If your child is at a state supported daycare (on location or in-home), staff can provide forms for emergency procedures and contacts.

Many agencies provide online templates and information. Seattle Children’s Hospital, through its Center for Children with Special Needs, provides a downloadable Planning-Record-Keeping Care Organizer on its website.

The American Academy of Pediatrics sponsors the National Center for Medical Home Information and includes a care-planning tool on its resource pages for families.

A broader search, by simply typing Care Notebook into your website browser, provides access to a variety of tools that might be a good fit for your child’s specific diagnosis, age or situation. Swindells, an agency in the Providence Health and Services network, will send you a pre-filled binder by mail or you can download the pages (available in English and Spanish) to file in your own binder.

Your care planning tool can save time and provide easier access to information and resources as unique situations arise. This tool also can provide organized access to critical information if you apply for state services through the Social Security Administration, the Developmental Disabilities Administration (DDA), the Division of Vocational Rehabilitation (DVR) or others. For military families, a Care Notebook can make transitions and frequent moves easier to manage.

A well-established organization system can also help your child transition toward adult life. Easy access to a list of accommodations can ease that first meeting with a college special services office, for example, or provide a key set of documents for requesting employment supports through DVR. Easy access to key medical records can be the first step to helping your child learn what medications they are taking and advocate for an adjustment with an adult provider

Building a care notebook takes effort at first, but you will thank yourself when you have just what you need, when you need it. And get ready to share your awesome organizational skills, habits and tools with your child!