(2020, June 25) | Useful to Parent Centers, school districts, state lead agencies and education agencies about use of IDEA funds On June 25, 2020, the U.S. Department of Education issued several Q&A guidances on the use of IDEA funds in a COVID-19 environment. These are: IDEA Part B Use of Funds in COVID-19 […]
When a baby or preschooler lags far behind, doesn’t reach key developmental milestones, or loses a previously acquired skill, it’s reasonable to suspect a mental or physical problem serious enough to be considered a developmental disability. These pages in English and Spanish appearing on the HealthyChildren.org website provide authoritative guidance on developmental disabilities, developmental milestones at various ages, and what parents and professionals need to know or do. Each page is actually a suite of articles in both languages about specific disabilities that are considered as developmental disabilities. Perfect for sharing with the English and Spanish-speaking families and communities you serve!
(2018, December 20) | Useful to early interventionists, lead agencies, and Parent Centers on screening during evaluation of an infant or toddler for hearing loss or deafness. This Dear Colleague letter from OSEP responds to a question about the evaluation process for an infant or toddler suspected of being deaf or hard of hearing to determine […]
The Secretary of Education is required by law to report annually to Congress on the implementation of the Individuals with Disabilities Act (IDEA). The 2018 report presents data on the children with disabilities receiving early intervention services or special education from July 2015 through December 2016, including:
- the nature of their disability,
- their placement, and
- the types of related services and other supportive services they received.
(2018, August) | Useful to Parent Centers for sharing with families, early childhood programs, and professionals involved in implementing the Pyramid Model. This 3-page resource from the National Center for Pyramid Model Innovations (NCPMI) discusses the value of including a family member on the leadership team of early childhood programs implementing the Pyramid Model for Supporting […]
Connecting families to information and resources about their children’s development are essential components of both Parent Centers and Act Early Ambassadors. This webinar highlights how the similar missions of both Parent Centers and the Act Early Ambassadors create opportunities for working in partnership.
Parents are essential partners in early intervention. They have the right to be deeply involved at every step along the way, from evaluation of their child, to the writing of the individualized family service plan (IFSP), to helping to determine the early intervention services their child receives. Not surprisingly, Part C of IDEA includes specific provisions to support the informed involvement of parents in their child’s early intervention program.
The birth of a child is an exciting, life-changing event. A beautiful new baby comes to your house, family, and neighborhood. It is a time for celebration. But what happens when this new child has a disability? What if there are health problems? What if, as time goes by, it seems as if the child isn’t learning and progressing as quickly or easily as other children? What do you do?
Current as of October 2017 PDF version of 9 key terms (6 pages) PDF version of IDEA’s definition of Early Intervention Services (6 pages) Early intervention is full of terms that people constantly use in writing and in conversation, and it’s important to know what those terms mean. We are pleased to provide this handy […]
Current as of September 2017 In Spanish | en español Early intervention services are specially designed to address the educational and developmental needs of very young children with disabilities and those who are experiencing developmental delays. Early intervention provides free developmental evaluations of children younger than 3 (that is to say, before their third […]