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DAP and ECSE

This document explores the legislative framework surrounding Early Childhood Special Education (ECSE), including critical laws such as the Economic Opportunity Act of 1965 and P.L. 94-142 (EHA, 1975). It discusses the mandates for inclusive education for children with disabilities, outlining the concepts of integration, mainstreaming, the least restrictive environment (LRE), and full inclusion. Furthermore, it highlights challenges in service provision for nondisabled children and emphasizes the importance of collaboration among stakeholders to support inclusive practices, ensuring equitable access for all children.

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DAP and ECSE

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  1. DAP and ECSE EDCI 336 September 12, 2006

  2. ECSE • ECE • SPED • Compensatory Education

  3. Compensatory Ed • Head Start • 1965 • Economic Opportunity Act • 1972 10% SPED requirement

  4. Legislation • P.L. 94-142 (EHA 1975) • Ages 6-21 IF state did not provide public educational programs for all children ages 3-5

  5. Legislation • P.L. 99-457 • 1986 Part B (Preschool Grant Program) • Mandated programs for children ages 3-5

  6. Legislation • P.L. 99-457 • Part H ( Handicapped Infants and Toddlers Program) • Voluntary program for birth to two

  7. Legislation • Part H • System of coordinated, comprehensive, multidisciplinary, interagency collaboration • IFSP

  8. Terms to know • Integration • Mainstreaming • LRE • Full inclusion

  9. Integration Children with and without disabilities in the same program

  10. Mainstreaming • Placement of children with disabilities in programs where majority of children do not have disabilities.

  11. LRE • Least Restrictive Environment • Setting that is appropriate for the child and provides the most contact with nondisabled children.

  12. Full Inclusion • Children with disabilities in regular classrooms with individualized , appropriate services in that setting.

  13. Problems • Nondisabled children from birth to 5 do not receive services so there are no inclusion programs in some places.

  14. Problems • Possible exclusion from remedial assistance • Emphasis on location rather than appropriateness • Children who are deaf

  15. DEC’s Position • Supports full inclusion • Natural settings • Full access to all services that promote full participation in the community P. 51

  16. DEC’s Position • Values diversity of families • Supports family guided process for determining services • P. 51

  17. DEC’s Position • Development, evaluation, dissemination of full inclusion supports, services and systems • P. 51

  18. DEC’s Position • Development of preservice and inservice training programs that prepare families, administrators, and service providers to develop and work within inclusive settings. P. 51

  19. DEC’s Position • Collaboration among all key stakeholders to implement flexible fiscal and administrative procedures in support of inclusion

  20. DEC’s Position • Research that contributes to our knowledge of state-of-the art services

  21. DEC’s Position • The restructuring and unification of social, education, health, and intervention supports and services to make them more responsive to the needs of all children and families.

  22. Trends in ECSE • Consultation and collaboration • Assessment • Authentic • Curriculum and Instructional methods

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