Beyond Part C: Reducing Middle School Special Education for Early Intervention Children with Developmental Delays

Growing evidence supports the efficacious nature of early intervention (EI) services to children with developmental delays and their families. Pediatricians can play a crucial role in identifying developmental delays and referring families to EI services provided by each state, under Part C of the Individuals with Disabilities Education Act (IDEA). The goals of this article are to educate pediatricians about the benefits of EI services and resources available within their state to help facilitate family involvement in EI. By being involved in the EI process, pediatricians can work as partners with parents and multidisciplinary teams to provide seamless coordinated care to children and their families.

Download Full-text

Telepractice Training for Early Intervention with Children who are Deaf/Hard-of-Hearing

Perspectives of the ASHA Special Interest Groups ◽

10.1044/persp1.sig9.60 ◽

2016 ◽

Vol 1 (9) ◽

pp. 60-67

Author(s):

Kristina M. Blaiser ◽

Diane Behl

Keyword(s):

Early Intervention ◽

Hard Of Hearing ◽

Communication Disorders ◽

Staff Support ◽

Early Intervention Services ◽

Part C ◽

Training Courses ◽

Part C Early Intervention ◽

Training Opportunities

Telepractice is an increasingly popular service delivery model for serving individuals with communication disorders, particularly infants and toddlers who are Deaf/Hard-of-Hearing (DHH) served under Part C Early Intervention programs (Behl, Houston, & Stredler-Brown, 2012). Recent studies have demonstrated that telepractice is effective for providing children who are DHH and their families with access to high quality early intervention services (Behl et al., 2016; Blaiser, Behl, Callow-Heusser, & White, 2013). While telepractice has grown in popularity, there continues to be a lack of formalized training opportunities to help providers become more familiar with telepractice (Behl & Kahn, 2015). This paper outlines online training courses for providers, families, and administrators of programs for children who are DHH. Recommendations for follow up training and staff support are included.

Download Full-text

Oregon Administrative Rules for Special Education: Early Intervention (0-2 Years), Early Childhood Special Education (3-5 Years), School Age (K-21)

PsycEXTRA Dataset ◽

10.1037/e549482010-001 ◽

2010 ◽

Keyword(s):

Special Education ◽

Early Childhood ◽

Early Intervention ◽

Early Childhood Special Education ◽

School Age ◽

Administrative Rules

Download Full-text

Part C Early Intervention for Infants and Toddlers: Percentage Eligible Versus Served

PEDIATRICS ◽

10.1542/peds.2012-1662d ◽

2012 ◽

Vol 131 (1) ◽

pp. X5-X5 ◽

Cited By ~ 1

Keyword(s):

Early Intervention ◽

Infants And Toddlers ◽

Part C ◽

Part C Early Intervention

Download Full-text

Understanding experiences of families and their partnerships as they navigate early intervention, transition, and early childhood special education

10.31274/etd-180810-2020 ◽

2012 ◽

Author(s):

Aryn Diane Kruse

Keyword(s):

Special Education ◽

Early Childhood ◽

Early Intervention ◽

Early Childhood Special Education

Download Full-text

Thinking Vertically: Facilitating Transition for Students With Disabilities

General Music Today ◽

10.1177/10483713211034432 ◽

2021 ◽

pp. 104837132110344

Author(s):

Ellary A. Draper

Keyword(s):

High School ◽

Special Education ◽

Early Intervention ◽

Best Practices ◽

Music Education ◽

Students With Disabilities ◽

Education Program ◽

Special Educators ◽

Individualized Education Program ◽

Special Education Transition

Within special education, transition is a required part of a student’s Individualized Education Program, specifically the transition from school to postsecondary life. Recently, special educators have begun to investigate best practices of transition at all levels—early intervention into school, elementary to middle school, and middle to high school. Yet in music education transition is not widely discussed for students with and without disabilities. This article includes an overview of best practices of transition in special education and provides ideas on how to implement these practices in music education to better facilitate transition between schools to postsecondary life for students with disabilities.

Download Full-text