1308 Children with Disabilities - Module Nine

 This Head Start Standards Training Module includes parts of 1308 appendix
Pages 183 - 186              

Successful completion of this Programmed Learning Packet will provide you with 30 minutes of training.
Office of Human Development Services, HHS

Pt. 1308, App.

Pediatric evaluation.

Section 1308.15 Autism

A child who manifests characteristics of the condition after age three can still be diagnosed as having autism. Autism does not include children with characteristics of serious emotional disturbance. Suggested possible members of a Head Start evaluation team:

Psychologist.
Pediatrician.
Audiologist.
Psychiatrist.
Language pathologist.

Possible related services: (Related services are determined by individual need. These 憫possible related services拻 are merely examples and are not intended to be limiting.)

Family support services.
Language therapy.
Transportation.

"Autism does not include children with characteristics of serious emotional disturbance."

Section 1308.16 Traumatic Brain Injury

Traumatic brain injury does not include congenital brain injury.

Suggested possible members of an evaluation team included:

Psychologist.
Physical therapist.
Speech or language pathologist.

Possible related services:
(Related services are determined by individual need. These 憫possible related services拻 are merely examples and are not intended to be limiting.)

Rehabilitation professional.
Occupational therapy.
Speech or language therapy.
Assistive technology.

Section 1308.17 Other Impairments

This category was included to ensure that any Head Start child who meets the State eligibility criteria as developmentally delayed or State-specific criteria for services to preschool children with disabilities is eligible for needed special services either within Head Start or the State program.

Suggested primary members of an evaluation team for other impairments meeting State eligibility criteria for services to preschool children with disabilities.

Pediatrician.
Psychologist.
Other specialists with expertise in the appropriate area(s).

Possible Related Services:
(Related services are determined by individual need. These 憫possible related services拻 are merely examples and are not intended to be limiting.)

Occupational therapy.
Speech or language therapy.
Family Counseling.

Transportation.

Deaf-blindness

Information on assistance or joint services for deaf-blind children can be obtained through SEAs.

Multiple Disabilities

A child who is deaf and has speech and language impairments would not be considered to have multiple disabilities, as it could be expected that these impairments were caused by the hearing loss. Suggested primary members of a Head Start evaluation team:

Audiologists. Special educators. Speech, language or physical therapists. Psychologists or psychiatrists. Rehabilitation professional.

Possible related services:
(Related services are determined by individual need. These 憫possible related services拻 are merely examples and are not intended to be limiting.)

Speech, language, occupational or physical therapists as needed.

Assistive technology devices or services.
Mental health services.
Transportation.

"A child who is deaf and has speech and language impairments would not be considered to have multiple disabilities, as it could be expected that these impairments were caused by the hearing loss."

Section 1308.18 Disabilities/Health Services Coordination

Guidance for Paragraph (a)

It is important for staff to maintain close communication concerning children with health impairments. Health and disability services coordinators need to schedule frequent re-tests of children with recurrent middle ear infections and to ensure that they receive ongoing medical treatment to prevent speech and language delay. They should ensure that audiometers are calibrated annually for accurate testing of hearing. Speech and hearing centers, the manufacturer, or public school education services districts should be able to perform this service. In addition, a daily check when an audiometer is in use and a check of the acoustics in the testing site are needed for accurate testing.

Approximately 17 percent of Down Syndrome children have a condition of the spine (atlanto-axial instability) and should not engage in somersaults, trampoline exercises, or other activities which could lead to spinal injury without first having a cervical spine x-ray.

Guidance for Paragraph (b)

The disabilities services coordinator needs to assure that best use is made of mental health consultants when a child appears to have a problem which may be symptomatic of a disability in the social/emotional area. Teachers, aides and volunteers should keep

 

183

Test Questions:

    Select the response that is the most correct.
1. A child who is deaf and has speech and language impairments would usually be considered to have multiple disabilities.   (1308 Appendix)
  True  
  False  
2. Health and disability services coordinators need to schedule frequent re-tests of children with recurrent middle ear infections and to ensure that they receive ongoing medical treatment to prevent speech and language delay.    (1308 Appendix)
  True  
  False  

Pt. 1308, App.

45 CFR Ch. XIII (10𢴎5 Edition)

anecdotal records of the child抯 activities, tantrums, the events which appear to precipitate the tantrums, language use, etc.  These can provide valuable information to a mental health consultant, who should be used primarily to make specific recommendations and assist the staff rather than to document the problem.

The mental health coordinator can cooperate in setting up group meetings for parents of children with disabilities which provide needed support and a forum for talking over mutual concerns. Parents needing community mental health services may need direct assistance in accessing services, especially at first.

The disability services coordinator needs to work closely with staff across components to help parents of children who do not have disabilities become more understanding and knowledgeable about disabilities and ways to lessen their effects. This can help reduce the isolation which some families with children with disabilities experience.

Guidance for Paragraphs (c) and (d)

Arrangements should be made with the family and the physician to schedule the administration of medication during times when the child is most likely to be under parental supervision.

Awareness of possible side effects is of particular importance when treatment for a disability requires administration of potentially harmful drugs (e.g., anti-convulsants, amphetamines).

Section 1308.19 Developing Individual Education Programs (IEPs)

Guidance for Paragraph (a)

The IEP determines the type of placement and the specific programming which are appropriate for a child. The least restrictive environment must be provided and staff need to understand that this means the most appropriate placement in a regular program to the maximum extent possible based on the IEP. Because it is individually determined, the least restrictive environment varies for different children. Likewise, the least restrictive environment for a given child can vary over time as the disability is remediated or worsens. A mainstreamed placement, in a regular program with services delivered placement on the continuum of possible options. It represents the least restrictive environment for many children.

"Because it is individually determined, the least restrictive environment varies for different children."

Following screening, evaluation and the determination that a child meets the eligibility criteria and has a disability, a plan to meet the child抯 individual needs for special education and related services is developed. In order to facilitate communication with other agencies which may cooperate in providing services and especially with LEAs or

private schools which the children will eventually enter, it is recommended that programs become familiar with the format of the IEP used by the LEAs and use that format to foster coordination. However, the format of the IEP to be developed for children in Head Start can vary according to local option. It should be developed to serve as a working document for teachers and others providing services for a child.

It is recommended that the staff review the IEP of each child with a disability more frequently than the minimum once a year to keep the objectives and activities current.

It is ideal if a child can be mainstreamed in the full program with modifications of some of the small group, large group or individual program activities to meet his or her considered. However, this is not possible or realistic in some cases on a full-time basis. The IEP team needs to consider the findings and recommendations of the multidisciplinary evaluation team, observation and developmental assessment information from the Head Start staff and parents, parental information and desires, and the IEP to plan for the best situation for each child.  Periodic reviews can change the degree to which a child can be mainstreamed during the program year. For example, a child with autism whose IEP called for part-time services in Head Start in the fall might improve so that by spring the hours could be extended.

If Head Start is not an appropriate placement to meet the child抯 needs according to the IEP, referral should be made to another agency.

Helpful specific information based on experience in Head Start is provided in manuals and resource materials on serving children with disabilities developed by ACYF and by technical assistance providers. They cover such aspects of developing and implementing the IEP as:

  • Gathering data needed to develop the IEP;
  • Preparing parents for the IEP conference; Developing appropriate curriculum activities and home follow-up activities.

"It is ideal if a child can be mainstreamed in the full program with modifications of some of the small group, large group or individual program activities to meet his or her considered."

Guidance for Paragraph (j)

Programs are encouraged to offer parents assistance in noting how their child functions at home and in the neighborhood. Parents should be encouraged to contribute this valuable information to the staff for use in ongoing planning. Care should be taken to put parents at ease and to eliminate or explain specialized terminology. Comfortable settings, familiar meeting rooms and ample preparation can help lessen anxiety. The main purpose is to involve parents actively, not just to obtain their signature on the IEP.

184

Test Questions:

    Select the response that is the most correct.
3. Staff across components need to help parents of children who do not have disabilities become more understanding and knowledgeable about disabilities.     (1308 Appendix)
  True  
  False  
4. The least restrictive environment for a given child must remain the same even if the disability is remediated or worsens.    (1308 Appendix)
  True  
  False  
5. Programs are encouraged to offer parents assistance in noting how their child functions at home and in the neighborhood.    (1308 Appendix)
  True  
  False  
Office of Human Development Services, HHS

Pt. 1308, App.

It is important to involve the parents of children with disabilities in activities related to their child抯 unique needs, including the procurement and coordination of specialized services and follow-through on the child抯 treatment plan, to the extent possible.  It is especially helpful for Head Start to assist parents in developing confidence, strategies and techniques to become effective advocates for their children and to negotiate complicated systems. Under IDEA, a federally-funded Parent Training and Information Program exists whereby parent training centers in each State provide information, support and assistance to parents enabling them to advocate for their child. Information regarding these centers should be given to parents of a child determined to have a disability. Because some parents will need to advocate for their children over a number of years, they need to gain the confidence and skills to access resources and negotiate systems with increasing independence.

Some parents of children with disabilities are also disabled. Staff may need to adjust procedures for assisting parents who have disabilities to participate in their children抯 programs. Materials to assist in this effort are available from technical assistance providers.

"Some parents of children with disabilities are also disabled. Staff may need to adjust procedures for assisting parents who have disabilities to participate in their children抯 programs."

Section 1308.20 Nutrition Services

Guidance for Paragraph (a)

Vocabulary and concept building, counting, learning place settings, social skills such as conversation and acceptable manners can be naturally developed at meal or snack time, thus enhancing children抯 skills. Children with disabilities often need planned attention to these areas.

The staff person who is responsible for nutrition and the disabilities services coordinator should work with the social services coordinator to help families access nutrition resources and services for children who are not able to learn or develop normally because of malnutrition.

The staff person who is responsible for nutrition and the disabilities services coordinator should alert staff to watch for practices leading to baby bottle caries. This is severe tooth decay caused by putting a baby or toddler to bed with a nursing bottle containing milk, juice or sugar water or letting the child carry around a bottle for long periods of time. The serious dental and speech problems this can cause are completely preventable.

In cases of severe allergies, staff should work closely with the child抯 physician or a medical consultant.

 

Section 1308.21 Parent Participation and Transition of Children From Head Start to Public School

Guidance for Paragraph (a)

Grantees should help parents understand the value of special early assistance for a child with a disability and reassure those parents who may fear that if their child receives special education services the child may always need them. This is not the experience in Head Start and most other preschool programs where the majority of children no longer receive special education after the preschool years. The disabilities coordinator needs to help parents understand that their active participation is of great importance in helping their children overcome or lessen the effects of disabilities and develop to their full potential.

"Grantees should help parents understand the value of special early assistance for a child with a disability and reassure those parents who may fear that if their child receives special education services the child may always need them."

The disabilities coordinator should help program staff deal realistically with parents of children who have unfamiliar disabilities by providing the needed information, training and contact with consultants or specialized agencies. The coordinator should ensure that staff carrying out family needs assessment or home visits do not overlook possible disabilities among younger siblings who should be referred for early evaluation and preventive actions.

Guidance for Paragraphs (b) and (c)

As most Head Start children will move into the public school system, disabilities\ coordinators need to work with the Head Start staff for early and ongoing activities designed to minimize discontinuity and stress for children and families as they move into a different system. As the ongoing advocates, parents will need to be informed and confident in communicating with school personnel and staff of social service and medical agencies. Disabilities coordinators need to ensure that the Head Start program:

  • Provides information on services available for LEAs and other sources of servicesparents will have to access on their own, such as dental treatment;

  • Informs parents of the differences between the two systems in role, staffing patterns, schedules, and focus;

  • Provides opportunities for mutual visits by staff to one another抯 facilities to help plan appropriate placement;

  • Familiarizes parents and staff of the receiving program抯 characteristics and expectations;

  • Provides early and mutually planned transfer of records with parent consent at times convenient for both systems;

  • Provides information on services available under the Individuals With Disabilities Education Act, the federally-funded parent training centers and provisions for parent involvement and due process; and

 

185

Test Questions:

    Select the correct "True" or "False" option.
6. It is especially helpful for Head Start to assist parents in developing confidence, strategies and techniques to become effective advocates for their children and to negotiate complicated systems.      (1308 Appendix)
  True  
  False  
7. Staff carrying out family needs assessment or home visits must do not overlook possible disabilities among younger siblings who should be referred for early evaluation and preventive actions.      (1308 Appendix)
  True  
  False  
8. As part of transitioning the Head Start program familiarizes parents and staff of the receiving program抯 characteristics and expectations.      (1308 Appendix)
  True  
  False  

Pt. 1309

45 CFR Ch. XIII (10𢴎5 Edition)
  • Provides opportunities for parents to confer with staff to express their ideas and needs so they have experience in participating in IEP and other conferences in an active, confident manner. Role playing has been found helpful.

It is strongly recommended that programs develop activities for smooth transition into Head Start from Part H infant/toddler programs funded under IDEA and from Head Start to kindergarten or other placement. In order to be effective, such plans must be developed jointly. They are advantageous for the children, parents, Part H programs, Head Start and LEAs. ACYF has developed materials useful for transition. American Indian programs whose children move into several systems, such as Bureau of Indian Affairs schools and public schools, need to prepare children and families in advance for the new situation. Plans should be used as working documents and reviewed for annual update,  so that the foundation laid in Head Start is maintained and strengthened.

PART 1309 (HEAD START FACILITIES PURCHASE, MAJOR RENOVATION AND CONSTRUCTION) MATERIAL IS IN ANOTHER MODULE

"Plans should be used as working documents and reviewed for annual update,  so that the foundation laid in Head Start is maintained and strengthened."

 

  
186

Test Questions:

    Select the correct "True" or "False" option.
9. It is not recommended that programs develop activities for smooth transition into Head Start  infant/toddler programs  and from Head Start to kindergarten or other placement.       (1308 Appendix)
  True  
  False  

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