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Supported by DPI Preschool IDEA Discretionary Funds. Developing a Range of Options in Your Community. What? Why? How? Where?. Preschool Options. Each public agency shall ensure that a continuum of alternative placements is available to meet the needs of children with disabilities.

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Developing a range of options in your community l.jpg

Supported by DPI Preschool IDEA Discretionary Funds

Developing a Range of Options in Your Community


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What?

Why?

How?

Where?

Preschool Options


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Each public agency shall ensure that a continuum of alternative placements is available to meet the needs of children with disabilities.

34 CFR 300.551

IDEA: Legal Definition


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In determining the educational placement of a child with a disability including a preschool child … the placement decision is made by a group knowledgeable about …

the placement options.

34 CFR 300.552 (a) (1)

IDEA


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“The full continuum of alternative placements at 34 CFR 300.551, including integrated placement options, such as community-based settings with typically developing age peers, must be available to preschool children with disabilities.”

34 CFR Part 300 Comments to IDEA Final Regulations

IDEA


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District failed to comply with LRE requirement. 300.551, including integrated

Least Restrictive Environment (LRE) applies to preschool.

Seventh Circuit Decision


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“Inclusion, as a value, supports the right of all children, regardless of abilities, to participate actively in natural settings within their communities. Natural settings are those in which the child would spend time had he or she not had a disability.”

Division for Early Childhood

www.dec-sped.org

DEC Policy


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It looks different for each child in each community. children, regardless of abilities, to participate actively in natural settings within their communities. Natural settings are those in which the child would spend time had he or she not had a disability.”


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Home children, regardless of abilities, to participate actively in natural settings within their communities. Natural settings are those in which the child would spend time had he or she not had a disability.”

“Instruction at home may be the most natural environment for a young child with a disability if the child’s IEP/IFSP team so determines.”

34 CFR Part 300 Comments to IDEA Final Regulations


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Educational Environment for 3-5 year olds with disabilities children, regardless of abilities, to participate actively in natural settings within their communities. Natural settings are those in which the child would spend time had he or she not had a disability.”

Reporting to DPI from LEA.

Reporting Environments


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Preschool Environments December 1999 children, regardless of abilities, to participate actively in natural settings within their communities. Natural settings are those in which the child would spend time had he or she not had a disability.”


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Children with disabilities benefit from inclusion: children, regardless of abilities, to participate actively in natural settings within their communities. Natural settings are those in which the child would spend time had he or she not had a disability.”

Generalization of skills

Reduced need for intensive services

Why?


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Review of Research children, regardless of abilities, to participate actively in natural settings within their communities. Natural settings are those in which the child would spend time had he or she not had a disability.”

Children with disabilities in inclusive settings make more social

skill gains.


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“Families realized that the children did better than we all had expected in the community placements and that they were acting more like children than special education students…”

Bruder, 2000

Social skills


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Gains in cognitive, language and motor skills for children with disabilities in inclusive settings are comparable to those in self-contained.

(Buysee & Bailey, 1993; Fewell & Oelwein, 1999, Jenkins, Odom, & Speltz, 1985; Wolery & McWilliam, 1998).

Review of Research


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Children from segregated preschool settings are twice as likely to retain special education eligibility and three times more likely to receive services in segregated settings.

Miller, L.J., Strain, P.S., McKinley, J., Heckathorn, K., &Miller, S. (1993).

Review of Research


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Early Childhood Research Institute on Inclusion likely to retain special education eligibility and three times more likely to receive services in segregated settings.

www.fpg.unc.edu/~ecrii

Keys to Inclusion

www.nectas.unc.edu

Review of Research


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Research Addressed issues: likely to retain special education eligibility and three times more likely to receive services in segregated settings.

IEP goals and objectives

Family involvement in placement

Research From Wisconsin


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“Effective partnerships between parents and professionals require collaboration. It is hard work.”

J. Fialka

Family Involvement


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W require colisconsin Statewide Parent-Educator Initiative

http://www.dpi.state.wi.us/een/parent.html

WSPEI


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Awareness and dissemination require col

Changing professional practice

Collaborative planning

Utilize research to address challenges

Individualizing services/expanding options

How?


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DPI Bulletin 00.09 questions IEP team considers to determine service delivery:

Where does the child usually spend the day?

Can the goals and objectives be addressed in age appropriate settings?

If not, what other settings for service delivery will meet the child’s needs?

Individualizing Services


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A high quality program is a necessary foundation of preschool inclusion

However the program must ensure that developmental needs of young children with disabilities are met

Quality


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NAEYC National Accreditation preschool inclusion

Cesa8.k12.wi.us

Evaluation Tools

Early Childhood Environment Rating Scale

DEC Recommended Practices

Quality


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Where? preschool inclusion


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Benefits for ALL children preschool inclusion

Efficient use of resources

Shared responsibility

Collaborative professional development

Improved referral system

Outcomes


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www.preschooloptions.org preschool inclusion

For more information


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It happens one child at a time. preschool inclusion