kansas division of early childhood february 24, 2005
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Kansas Division of Early
Childhood
February 24, 2005
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Family Outcomes: Policy & Practice
Jean Ann SummersPhD, Beach Center on Disability
Nina Zuna Doctoral Student, Beach Center on Disability
Kerry LidaDoctoral Student, Beach Center on Disability
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Individuals with Disabilities Education Improvement Act (2004)
Number of children served (7/04) 679,212
Number of children served (7/04) 272,454
PART C
PART BAppropriations 384,597,408
Appropriations 440,808,096
Signed into law on December 3, 2004
(down from 2004)
(up from 2004)
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What’s NEW in the IFSP….
Description of transition services
“measurable results” or outcomes
Pre-literacy & language skills
EI services based upon peer-reviewed research
Initiation, “length”, duration, &“frequency” of services must be
reported
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IFSP supports family outcomes through…
Services to assist families in meeting child needs
Measurable results of child and family progress
Services in the natural environment
Family directed assessment of
resources, priorities, and concerns
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What’s NEW in the IEP….
IEP team shall consider the academic, developmental & “functional needs” of the child.
Elimination of short-term objectives andbenchmarks except for children who takethe alternate assessments
X
Include present levels of academic achievement and “functional performance”
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What’s NEW in the IEP CONT….
Statement of measurable annual goals (academic and fxl)
Statement of sped and related services and supplementary aids, based upon peer-reviewed research.
Amendments or modifications after IEP isdeveloped can be made w/o convening ameeting if agreed upon by LEA and parents.
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IEP supports family outcomes through…
Reports to Congress
Section 619 funds
Including concerns of parents in the their child’s education
Use of PBS interventions when appropriate
Consider the IFSP to serve as IEP
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IDEA Family Services/Supports Part C
Family trainingCounseling& home visits
Family trainingCounseling& home visits
Special InstructionSpecial
InstructionPsychological
servicesPsychological
services
Social Work Services
Social Work Services
Service
Coordination
Services
Service
Coordination
Services
TransportationTransportation
Assistive Technology
Assistive Technology
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IDEA Family Services/Supports Part B
Family trainingCounseling& home visits
Family trainingCounseling& home visits
Psychological services
Psychological services
Social Work Services
Social Work Services
Audiology Services
Audiology Services
Speech Language Services
Speech Language Services
Orientation & Mobility Services
Orientation & Mobility Services
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IDEA Program Evaluation-Part C
Government Performance and Results Act (1993)Government Performance and Results Act (1993)
APR Program goal: Enhance the development of infants and toddlers (0-3) with disabilities and support their families in meeting their special needs
APR Program goal: Enhance the development of infants and toddlers (0-3) with disabilities and support their families in meeting their special needs
1 Family Indicator: The percentage of families participating in Part C that report early intervention services increased their capacity to enhance their child’s development.
1 Family Indicator: The percentage of families participating in Part C that report early intervention services increased their capacity to enhance their child’s development.
(NEILS data 1998-72% & 2001 73%)
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IDEA Program Evaluation-Part B
Government Performance and Results Act (1993)Government Performance and Results Act (1993)
APR- Program Goal: Preschool children with disabilities ready to enter school & succeed….APR- Program Goal: Preschool children with disabilities ready to enter school & succeed….
There are NO specific family indicators!!!
through assisting states in providing special education & related servicesthrough assisting states in providing special education & related services
There are two childIndicators and one teacher certificateindicators
!
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Federal Legislation
Program Assessment Rating tool (2002)
Evaluates agencies in 4 areas:
Program Assessment Rating tool (2002)
Evaluates agencies in 4 areas:
Program purpose and design 100%Program purpose and design 100%
Program Management 44%Program Management 44%
Strategic Planning 29%Strategic Planning 29%
Program Results -0%Program Results -0%?
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Office of Special Education Responds….
Initiates focus groups around child/family outcomesInitiates focus groups around child/family outcomes
Funds Early Childhood Outcome CenterFunds Early Childhood Outcome Center
Funds G-SEG (General Supervisory Enhancement Grants)to study the implementation of child/family outcomes
KSDE was awarded a grant to study child outcomes
Funds G-SEG (General Supervisory Enhancement Grants)to study the implementation of child/family outcomes
KSDE was awarded a grant to study child outcomes
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Early Childhood Outcomes (ECO) Center
Funded by OSEP to develop child & family outcomesFunded by OSEP to develop child & family outcomes
Serves as a technical resource to statesServes as a technical resource to states
Conducts researchConducts research
Collaborates with families, researchers, community
members on development of outcomes
Collaborates with families, researchers, community
members on development of outcomes
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ECO Family Outcomes
Understand child’s strengths/abilities/needsUnderstand child’s strengths/abilities/needs
Know rights/communicate child’s needsKnow rights/communicate child’s needs
Help child learn and developHelp child learn and develop
Feel they have adequate social supportFeel they have adequate social support
Able to access services/activities in their communityAble to access services/activities in their community
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Family Outcomes: Voices from FamiliesNational Center on Outcome Resources - ncor.org
Relationships
ChoiceChoice
A “normal” lifeA “normal” life
EmpowermentEmpowerment
Connection to the communityConnection to the community
Importance in the communityImportance in the community
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Quotes from NCOR focus groups
“How I define quality is in terms of how I define
my family relationship, my family role,
and how I define what fulfils our need
as a family in the community.”
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Quotes cont-
When you are going to bring supports into my house, into my family, please make them non-invasive…we want to feel like a normal family as much as possible.”
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Quotes cont-
Parents should be the ones
defining what inclusion means.”
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Quotes cont-
“High quality service does not mean a program…
it means building support for the individual…
from co-workers, neighbors, people who work in the stores…
all the people that my son lives and works
with and interacts with every day.”
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Beach Center on DisabilityFamily Outcomes
“Family Quality of Life (Park, et. al, 2003)
Parent/Professional Partnerships (Blue-Banning, Summers, Frankland, Nelson, & Beegle, 2004)
“Family Community Integration
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Family Comments: Preliminary results from FCI
“…my husband would like to participate on sports teams,
but he doesn’t want to leave me with the kids
…so he doesn’t.”
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FCI: Family Comments
“…she knows people are staring at her and I had to say something…”
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FCI: Family Comments
“I couldn’t find one [a church] that would accept my child;
I had to drive 18 miles to get this service.”
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FCI: Family Comments
“A lot of times my older son can not join
hobby-based clubs because
of my other son’s therapy needs”.
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FCI: Family Comments
“…finding someone to work with our child
with behavior issues is tricky…”
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FCI: Family Comments
“…a lot of people (referring to other parents of kids with disabilities) don’t like to leave the house because it is way too hard for their child to handle the situation, so instead they have friends over.”
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FCI: Family Comments
“..nobody right now can do this
(attend education courses];
we are interested,
but trying to figure it out;
there is no solution now.”
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FCI: Family Comments
“…spending time together as a family is important.”
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FCI: Family Comments
“..going to dinner at a fancy restaurant would be nice; too many behavior issues now.”
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FCI: Family Comments
“..just having a break to go shopping
or to the movies by myself would be nice..”
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Summary
Impact of policy on Family Outcomes
Impact of practice through IFSP and IEP design and delivery
Implications of families’ voices on policy and practice
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Family and Professional Networks
KERRY LIDA