HomeEarly Intervention Programs
Early Intervention Programs
Whether you clicked on “Infants and Toddlers Services” or “Early
Intervention Programs,” you arrived here. Essentially, they are similar
descriptions for the same thing: providing services for children with
disabilities who are between birth and the age of three. (After the age
of three the IEP requirements of the Individuals with Disabilities
Education Act kick in.) These programs for the very young are also part
of the IDEA statutory and regulatory system.
Research has
found that the first three years of a child’s life are crucial in terms
of the child’s development. That is why it is vital that if you have
any reason to be concerned about your child’s growth and development,
physically or mentally, you should get him or her evaluated. If your
child does in fact have a medically demonstrable disability, you may
well be eligible for educational and other services during the child’s
first three years. As the program in Nebraska phrases it, “Babies Can’t
Wait.” That should be your motto as well.
This section will
provide you with an overview of the Kansas and Missouri programs.
However, if you Google “early intervention [your state]”...without the
brackets or quotes...you should find links to the programs available
where you live.
Kansas Early Intervention
The Kansas programs are referred to as either (or both)
Kansas Infant-Toddler Services or tiny-k networks. The latter is
operated by the tiny-K Foundation, a 501(c)(3) not for profit
organization.
The Kansas Department of Health Web site is: http://www.ksits.org/
The home page for the tiny-k Foundation is: http://www.tiny-k.org/
The following information is quoted directly from the Kansas
Department of Health link above. You should, however, go there yourself
to be sure the information hasn’t changed, and to learn more about the
services which might be available to help your child.
Contact information as of May 10, 2010:
Kansas Infant-Toddler Services
1000 SW Jackson, Suite 220
Topeka, Kansas 66612-1274
Toll Free (800) 332-6262
Phone: (785) 296-6135
Fax: (785) 296-8626
Mission
The mission statement of Kansas Infant-Toddler Services is to:
1.
Enhance the development of infants and toddlers with disabilities, to
minimize their potential for developmental delay, and to recognize the
significant brain development that occurs during a child's first 3 years
of life;
2. Reduce the educational costs to our society,
including our Nation's schools, by minimizing the need for special
education and related services after infants and toddlers with
disabilities reach school age;
3. Maximize the potential for individuals with disabilities to live independently in society;
4. Enhance the capacity of families to meet the special needs of their infants and toddlers with disabilities; and
5.
Enhance the capacity of State and local agencies and service providers
to identify, evaluate, and meet the needs of all children, particularly
minority, low-income, inner city, and rural children, and infants and
toddlers in foster care.
What is Early Intervention?
Family-centered early intervention during the first three years of a
child's life has the potential to make a profound difference in a
child's future. Early intervention is a system of coordinated services
that promotes the child's growth and development and supports families
during the critical early years. Early intervention services to eligible
children and families are federally mandated through the Individuals
with Disabilities Education Act.
The family is the center of
every child's world. Accordingly, it functions as a child's most
important developmental context. Therefore, the family should be the
most important focus in early intervention efforts, including assessment
and intervention activities. Collaboration with the family is essential
to meet the developmental needs of all young children.
Starting with a partnership between parents and professionals at this
early stage helps the child, family and community as a whole. Early
intervention services delivered within the context of the family can:
- Improve both developmental and educational gains;
- Reduce the future costs of special education, rehabilitation and health care needs;
- Reduce feelings of isolation, stress and frustration that families may experience; and
- Help children with disabilities grow up to become productive, independent individuals.
- Because all babies are different, they rarely do the same thing at exactly the same age. As a result, it's not unusual for families to have questions or concerns about their child's development. The earlier children with or at risk of disabilities receive assistance and the sooner their families receive support towards their children's development, the farther they will go in life. Research tells us that the first three years of a child’s life are critical years for learning. Early care and education have a long-lasting impact on how children develop. During a child’s first three years, it is important to focus on a child’s developmental needs and take advantage of your child’s natural ability to learn.
What Does Early Intervention Include?
If a child qualifies for early intervention services, he
or she may receive a range of services at no cost to the family. Early
intervention services are determined through an Individualized Family
Service Plan (IFSP) that is developed for your child and family. By
working closely with the family, early intervention professionals ensure
that both services and community supports, including family supports,
are brought together to meet each child's and family's unique needs. A
family service coordinator is available to assist families. Early
Intervention services may include, based on needs:
- family training, counseling, and home visits;
- special instruction;
- speech-language pathology and audiology services, and sign language and cued language services;
- occupational therapy;
- physical therapy;
- psychological services;
- service coordination services;
- medical services only for diagnostic or evaluation purposes;
- early identification, screening, and assessment services;
- health services necessary to enable the infant or toddler to benefit from the other early intervention services;
- social work services;
- vision services;
- assistive technology devices and assistive technology services; and
- transportation and related costs that are necessary to enable an infant or toddler and the infant's or toddler's family to receive another service described in this paragraph;
- How do I refer to a child for services?
Kansas has 36 local agencies called Infant-Toddler and/or
tiny-k networks. Each network provides an array of services to eligible
children and their families utilizing a variety of public and private
resources. Services are designed to meet the special needs of the child
and family and are identified through a multi-disciplinary assessment
process and provided through an Individualized Family Service Plan
(IFSP).
Click here for a copy of the brochure (as of May 10,
2010), that provides contact information for the Infant-Toddler/tiny-k
Networks in Kansas.
Visit the Web Site
The information we’ve provided here is not intended to be a
comprehensive statement of everything you could possibly need or want to
know about Kansas Infants & Toddlers Services/tiny-K networks.
We’re just offering you basic information. Going to the Division’s Web
site is the best, and indeed the only, way to find out all you need to
know about these programs and how they might help your child. Here are
the links again:
The Kansas Department of Health Web site is: http://www.ksits.org/
The home page for the tiny-k Foundation is: http://www.tiny-k.org/
Missouri Early Intervention
Missouri’s early intervention program is called First Steps,
which is part of the Missouri Department of Elementary & Secondary
Education, Division of Special Education. The information in this
section comes from the Division’s Web site as of May 10, 2010. For
complete information about the program and its potentials for you and
your child, visit the Division at:
Complete Program Information
and the First Steps program at:
First Steps Program
First Steps is for infants and toddlers, birth to age three, “who have
delayed development or diagnosed conditions that are associated with
developmental disabilities.” Since families are an integral part of a
child’s development, the “First Steps system provides families the tools
they need to help their child be successful.”
Note: All of
the information below in the First Steps Mission Statement, Belief
Statements, and Belief Statements Details are taken directly from the
Division’s Web site and are provided here for your convenience.
First Steps Mission Statement
First Steps is a support and service system designed to
improve family capacity to enhance their child’s development and
learning and to increase the child’s participation in family and
community life.
First Steps Belief Statements
- Belief #1: Families are Decision Makers and the Child's First Teacher
- Belief #2: Effective Services are Designed Around and Promote Family Strengths
- Belief #3: Effective Services are Culturally Competent
- Belief #4: Effective Services are Provided in the Context of the Child’s and Family’s Natural Routines
- Belief #5: Effective Services are Provided in Natural Environments
- Belief #6: Services and Supports are Individualized
- Belief #7: Competent Providers Focus on Family Competence
- Belief #8: Early Identification and Family Engagement are Critical to Early Intervention
First Steps Belief Statement Details
Belief #1 Families are Decision Makers and the Child’s First Teacher
Families are fully-informed and supported in making informed decisions
about services, supports, and activities. Families know their needs
best and have the greatest influence on their child’s development.
Family is forever, providers come and go. They know their child’s
likes, dislikes, family activities, and routines. In the context of
raising a child with a disability, families know which of their daily
activities flow smoothly, those that are more difficult, and can
prioritize their needs. The First Steps system should be responsive to
those priorities and assist the family in building their capacity to
meet their child and family needs.
Belief #2 Effective Services are Designed Around and Promote Family Strengths
All families have strengths. Families must be involved in the
identification of supports and services that are meaningful to them.
Promoting family strengths builds confidence and competence that will
further enhance the child’s development. Each family’s strengths must
be valued, accepted, and incorporated into the Individualized Family
Service Plan (IFSP) process.
Belief #3 Effective Services are Culturally Competent
Diversity is valued and providers of early intervention services must
be responsive to and respectful of the cultural diversity of each family
served in the system. Customs and traditions are an important part of
family life.
Belief #4 Effective Services are Provided in the Context of the Child’s and Family’s Natural Routines
Children learn and develop best when participating in learning
opportunities that occur naturally in everyday routines and activities.
Therefore, early intervention strategies and activities should be
embedded into these routines. It means coaching and consulting with
families and children where they live, learn, and play.
For
example, practice in learning new skills such as eating, walking, and
talking should happen during naturally occurring activities throughout
the day such as mealtimes, playing in the backyard, or during playtime
at the childcare center. If needed, modifications to the family and
child’s current possessions and toys should be used to teach how these
items can be made in other environments and locations that the family
typically uses.
Belief #5 Effective Services are Provided in Natural Environments
A child’s development is enhanced when services are provided in
natural environments. IFSP teams must first consider if a child’s need
can be met in a natural environment. Thus, to the maximum extent
appropriate to meet the needs of a child, early intervention services
are provided in the home and other community settings in which children
without disabilities participate.
Belief #6 Services and Supports are Individualized
IFSP services and supports are individualized, based upon the needs of
the child and family, and planned and provided in a timely manner.
Concerns and priorities, as identified by the family, must also be
considered in developing the IFSP. Early intervention professionals
should design their services and supports so that families or primary
care providers can carry out the strategies. These supports and
services should build each family’s capacity to enhance the development
of their child. First Steps is not a “medical model” that only provides
direct therapies to the child. Services and supports are focused on
the family and other caregivers of the child. Services and supports
should fit into a family’s life – not be added on.
Belief #7 Competent Providers Focus on Family Competence
All First Steps providers should focus on promoting family competence
and confidence for enhancing their child’s learning and development in
family and community life. First Steps providers should be “consultants
and coaches” to the families and other primary caregivers, and help
them understand how they can meet their child’s needs in the context of
the child’s natural routines and activities. Providers can demonstrate
strategies for families and provide support based on how often the
family believes they need that support. Often, a primary provider, such
as a special instructor, can work with the family while other providers
consult with the primary provider. Providers should recognize that
frequent provider visits may send a message to families that they are
not competent or capable to work with their child with special needs.
Cancelled appointments may indicate that services are infringing on
other family priorities. A coordinated delivery of services through a
primary provider demonstrates to families that a specialized therapist
is not needed for routine practice of strategies.
Belief #8 Early Identification and Family Engagement are Critical to Early Intervention
Early identification and early family engagement are both critical for
optimal development of young children. Early intervention means
providing families information and support through on-going dialog as
early as possible. Consultation with families and caregivers provides
appropriate information EARLY and the opportunity for families to be
actively engaged in the early intervention process.
First Steps Brochure
The Division has provided an online brochure that outlines the First Steps program.
First Steps Eligibility
Missouri has established standards for determining
whether your child is eligible for participation in the First Steps
program. Click below to review a copy (which you can save on your own
computer).
While it’s important to know ahead of time what the eligibility
standards are, all that technical and medical language can be
frightening, perhaps even enough to make you think after wading through
it that there’s no possible way your child can qualify.
Don’t give up that easily.
You won’t actually know until you go ahead and make the application.
Getting in Touch with First Steps
Here is the toll-free number to contact First Steps to find out how to contact the First Steps office in your county: 1-866-583-2392.
Missouri has been divided into ten “Service Point of Entry” regions. A
“service point of entry” is clearly the First Steps office where you
first make contact with the First Steps program.
The state has also been divided into five First Steps “areas.” Click
here for a PDF copy of that map [insert link], which also contains
contact information for the area directors.
Just a thought:
Remember the story of the boy who cried “Wolf!” If you start at the
top—going to your First Steps area director—with initial questions or
comments or concerns, you run the risk of being perceived like that
little boy, as well as the risk of not getting the help you need when
there really is a problem that should be addressed at that level of
authority. So before going to the top, give the system a fair chance to
work. Use that contact information only when you’ve exhausted all your
other options.
Your Rights as Parents
Just as parents with children from three to twenty-one
have certain rights under IDEA and the Individualized Education Plan
Federal regulations, you also have certain rights as a parent under the
First Steps program.
Those rights include an evaluation of
your child’s eligibility; the creation of an individualized family
service plan (similar in concept to an IEP); the right to consent or
refuse to consent to some or all of the available services; certain
privacy rights; certain rights to prior notice before a First Steps
provider takes action; the right to review your child’s records; due
process rights if you believe the law or any applicable regulations have
been violated with reference to your child, and other rights.
Click here for a copy of the PDF document provided by the Division which outlines these rights.
VISIT THE DIVISION’S WEB SITE
The information we’ve provided here is not intended to be a
comprehensive statement of everything you could possibly need or want to
know about First Steps. We’re just offering you basic information.
Going to the Division’s Web site is the best, and indeed the only, way
to find out all you need to know about the First Steps program. Here’s
the link again:
Missouri Division Web Site