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Itinerant ECSE Part B (619) Services: Research Support for Consultation and Legal Authority Under IDEA. Laurie Dinnebeil & Bill McInerney • University of Toledo Kim Carlson Part B 619 Coordinator • Ohio Department of Education. Supporting Inclusion in Community-Based Settings.
Laurie Dinnebeil & Bill McInerney
• University of Toledo
Part B 619 Coordinator
• Ohio Department of Education
To the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are not disabled, and special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability of a child is such that education in regular classes with the use of supplementary aides and service cannot be achieved satisfactorily
Each public agency must ensure that a continuum of alternative placements is available to meet the needs of children with disabilities for special education and related services….
34 CFR 300.38; 300.115
20 U.S.C. 1412(a)(5)
Current USDOE reporting formats and category of service definitions do not provide accurate determination of the # of children served by ITINERANT teachers as primary agent of service delivery in Part B services
2006 >80% and 40-79% time spent in regular ed settings
2005 Part time EC/Part time ECSE, Itinerant service outside the home but not in ECSE setting
Part-time EC/Part-time ECSE Setting:
Unduplicated total of preschoolers who received
special education and related services in multiple
settings, including special education and related
services provided in:
educational programs designed primarily for children without disabilities,
programs designed primarily for children with disabilities,
residential facilities, and separate schools.
Possible itinerant combinations:
home + educational programs designed
primarily for children without disabilities
home + programs designed primarily for children with disabilities
home + separate schools
educational programs designed primarily for children without disabilities + programs designed primarily for children with disabilities
educational programs designed primarily for children without disabilities + separate schools
Itinerant service outside home:
Unduplicated total of preschoolers who received ALL of their special education and related services at a school, hospital facility on an outpatient basis, or other location for a short period of time (i.e., no more than 3 hours per week). These services may be provided individually or to a small group of children.
Possibly Itinerant ECSE included
Seabrook, Brown, & Solity (2005) concluded that teaching certain literacy skills could be more effective simply by breaking up 1-hour blocks into shorter sessions distributed throughout the day.
The least efficient learning occurred when all presentations were done on a single day…..In other words, children learned the word better if they heard it once per day for four days rather than if they heard it eight times in a single day
…children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are not disabled…
LEAs should develop formal policies that outline the roles and responsibilities of both the itinerant and early childhood teachers in order to ensure a joint understanding of job expectations.
Policies should be promulgated to parents, community-based child care / pre-K supervisors and ‘partner’ ECE teachers
ECE Setting with 50% or more same aged peers
Describe essential early concepts, and skills for ALL Ohio’s children
SECTION II: Environments Matter
Outcome 2: Educators have the knowledge and skills necessary to support children’s learning.
Goal 2: Educators demonstrate nurturing and supportive relationships with children to promote self-assurance and competence.
Probes to Facilitate Strategic Design & Action
Child and Family Outcome Measures
Aligned with P-12
Early childhood outcomes summary form