USA ELOF Part 1302 Subpart F – Additional Services for Children with Disabilities

Practical Steps Towards An Excellent ELOF

To meet the standards outlined in 1302 Subpart F—Additional Services for Children with Disabilities, here’s an exhaustive list of practical steps that your service can take:

1302.60 Full participation in program services and activities:

1. Ensure that children with disabilities are enrolled in your program.
2. Provide an inclusive environment where children with disabilities can participate in all program activities alongside their peers.
3. Collaborate with families to ensure that their children receive all necessary services in the least restrictive environment.

1302.61 Additional services for children:

1. Assess the individualized needs of children with disabilities and ensure they have access to all activities and services.
2. Modify the environment as necessary to accommodate children with disabilities.
3. Provide varied instructional formats to cater to different learning needs.
4. Offer individualized accommodations and supports to children with disabilities.
5. Ensure compliance with section 504 of the Rehabilitation Act and the Americans with Disabilities Act.
6. While a child’s IDEA eligibility is being determined:
   • Provide individualized services and supports based on parent input, child observation, and assessment data.
   • Explore alternate means of support, such as health insurance or section 504 of the Rehabilitation Act.
   • Use program funds to support the child’s needs if no other supports are available.
7. For children with an IFSP or IEP:
   • Collaborate with the local IDEA agency, families, and other service partners.
   • Ensure services align with the child’s IFSP or IEP.
   • Monitor progress towards IFSP or IEP goals.
   • Collaborate with other agencies and specialists to implement elements of the IFSP or IEP that the program cannot.
   • Review and revise IFSPs and IEPs as required by IDEA.
   • Ensure services are provided in the regular classroom or family child care home as much as possible.
   • Plan and implement transition services as described in subpart G, including coordination with local IDEA agencies for transitioning children.

1302.62 Additional services for parents:

1. Collaborate with parents of children with disabilities to ensure their children’s needs are met.
2. Support parents in advocating for services that meet their children’s needs.
3. Provide parents with information about their child’s disability and ways to support their development.
4. Assist parents in accessing services and resources, including adaptive equipment and devices.
5. Help parents establish eligibility for additional support programs.
6. For parents of children eligible for services under IDEA:
   • Educate them about the referral, evaluation, and service timelines under IDEA.
   • Encourage active participation in the eligibility process and IFSP or IEP development.
   • Inform parents of their right to invite the program to participate in all meetings.
   • Help parents understand the purposes and results of evaluations and services under an IFSP or IEP.
   • Ensure the child’s needs are accurately identified and addressed through the IFSP or IEP.

1302.63 Coordination and collaboration with the local agency responsible for implementing IDEA:

1. Coordinate with the local IDEA agency to identify children who may be eligible for IDEA services.
2. Participate in the local agency’s Child Find efforts.
3. Develop interagency agreements with the local IDEA agency to improve service delivery.
4. Collaborate on the referral and evaluation process, service coordination, and transition services.
5. Participate in the development and implementation of the IFSP or IEP if requested by the child’s parents.
6. Provide relevant information from screenings, assessments, and observations to the team developing a child’s IFSP or IEP.
7. Attend meetings with the local IDEA agency to develop or review an IEP or IFSP.
8. Retain a copy of the IEP or IFSP for any child enrolled in the program, ensuring consistency with IDEA requirements.

By following these steps, your service will be well-equipped to meet the standards of 1302 Subpart F and provide comprehensive support to children with disabilities and their families.

An Example Monthly Schedule

Ready to implement these practical steps in your service? Using the constraints of 4 hours per week to work on improvements, we’ve created an example schedule below.

Given that an educator has 4 hours per week to work on improving their Additional Services for Children with Disabilities, here’s an example monthly schedule:

Week 1: Understanding and Assessment

• Hour 1: Review and familiarize oneself with the standards outlined in 1302 Subpart F—Additional Services for Children with Disabilities.
• Hour 2: Assess the current state of the program. Identify areas of strength and areas that need improvement.
• Hour 3: Gather feedback from parents, colleagues, and other stakeholders about the current services provided.
• Hour 4: Analyze the feedback and identify key areas of focus for the month.

Week 2: Planning and Collaboration

• Hour 1: Develop a plan to address the identified areas of improvement from Week 1.
• Hour 2: Reach out to local agencies responsible for implementing IDEA for collaboration and support.
• Hour 3: Begin drafting interagency agreements or strengthening existing ones.
• Hour 4: Collaborate with colleagues to discuss strategies for inclusive classroom practices and individualized support.

Week 3: Implementation and Training

• Hour 1: Start implementing the changes in the classroom or program based on the plan from Week 2.
• Hour 2: Research and gather resources or materials needed for the new strategies or modifications.
• Hour 3: Attend training or workshops related to serving children with disabilities. If no external training is available, consider online resources or webinars.
• Hour 4: Share knowledge with colleagues, perhaps in a mini-training session or discussion group.

Week 4: Review and Feedback

• Hour 1: Observe the changes in the classroom or program and note any immediate outcomes or challenges.
• Hour 2: Seek feedback from parents and colleagues on the changes implemented.
• Hour 3: Review the feedback and make necessary adjustments to the strategies or approaches.
• Hour 4: Plan for the next month. Identify new areas of focus or continue working on existing ones.

This schedule is just a guideline and can be adjusted based on the specific needs and priorities of the educator and their program. The key is to maintain a cycle of understanding, planning, implementation, and review to ensure continuous improvement in providing services for children with disabilities.

Reflective Questions

Reflective questions can be instrumental in guiding educators and program administrators in evaluating and improving their Additional Services for Children with Disabilities. Here’s an exhaustive list of reflective questions tailored to this context:

Understanding and Assessment:

1. What are my current beliefs and understanding about children with disabilities?
2. How familiar am I with the standards outlined in 1302 Subpart F—Additional Services for Children with Disabilities?
3. What are the strengths of our current program in serving children with disabilities?
4. In which areas do we need improvement?
5. How do I ensure that children with disabilities are fully participating in all program activities?

Planning and Collaboration:

1. How am I collaborating with local agencies, families, and other stakeholders?
2. What strategies have I put in place to ensure the full participation of children with disabilities?
3. How am I ensuring that the environment is modified appropriately for children with disabilities?
4. In what ways am I providing varied instructional formats to cater to different learning needs?
5. How am I ensuring that individualized accommodations and supports are provided?

Implementation and Training:

1. What training or resources have I accessed to better serve children with disabilities?
2. How am I implementing the changes or improvements in the classroom or program?
3. What challenges have I faced in implementing these changes, and how have I addressed them?
4. How am I ensuring that services align with a child’s IFSP or IEP?
5. How am I monitoring progress towards IFSP or IEP goals?

Review and Feedback:

1. How often am I seeking feedback from parents, colleagues, and other stakeholders?
2. What feedback have I received, and how have I responded to it?
3. How am I measuring the success of our services for children with disabilities?
4. What adjustments or changes have I made based on feedback and observations?
5. How am I ensuring continuous improvement in our services for children with disabilities?

Parental Involvement and Support:

1. How am I collaborating with parents of children with disabilities?
2. In what ways am I supporting parents in understanding and advocating for their child’s needs?
3. How am I assisting parents in accessing additional services and resources?
4. How am I ensuring that parents are actively involved in the IFSP or IEP development process?

Coordination and Collaboration:

1. How am I coordinating with local IDEA agencies to identify and support children who may be eligible for IDEA services?
2. What steps have I taken to develop or strengthen interagency agreements with local IDEA agencies?
3. How am I participating in the development and implementation of the IFSP or IEP?
4. How am I ensuring consistency with IDEA requirements?

Personal Growth and Development:

1. What have I learned about myself as an educator through this process?
2. How have my beliefs or attitudes towards children with disabilities evolved?
3. What additional training or resources do I need to better serve children with disabilities?
4. How am I ensuring my own well-being while serving children with disabilities?
5. What are my goals for the future in improving our services for children with disabilities?

These reflective questions are designed to guide educators and program administrators in a comprehensive evaluation of their services for children with disabilities, ensuring continuous improvement and adherence to standards.