IFSP - Still need help!

[Guest guest]

Hi!

I know everyone is busy, but I am asking again about the IFSP.

I ran across a post this weekend that said when I was ready to know about

this I would be inundated with information!

Please inundated me! Our meeting is at 8:15AM Wednesday, so I am running out

of time!

Thanks in Advance!

Lori

[Guest guest]

Lori,

Do you have specific questions or do you just want to know basically how the

meeting works???

RoseAnn

IFSP - Still need help!

Hi!

I know everyone is busy, but I am asking again about the IFSP.

I ran across a post this weekend that said when I was ready to know about

this I would be inundated with information!

Please inundated me! Our meeting is at 8:15AM Wednesday, so I am running

out

of time!

Thanks in Advance!

Lori

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[Guest guest]

>I ran across a post this weekend that said when I was ready to know about

>this I would be inundated with information!

>

>Please inundated me! Our meeting is at 8:15AM Wednesday, so I am running out

I'm going to repeat information I have sent before, so for those who

already have read/know this, you may want to delete now.

Pursuant to IDEA, the federal law that regulates special education,

sped is only MANDATED from age 3 to 21 or hs diploma, which ever comes

first. However, IDEA does offer states the option of receiving Early

Intervention (EI) funding, which offers sped from birth to 3. Sped

programs for children 0-3 are offered under an Individualized Family

Service Plan [iFSP], while services for students 3-21 are offered under

an Individualized Education Plan [iEP.] However, even when a child

transitions from an IFSP to an IEP, public educational agencies have

the option of offering " EI " services longer. (This option is generally

a cost-saving option for the districts, since it means offering

non-categorical services. A categorical service means, for example,

that if the child is getting sped services in a classroom, the

teacher's certification and all the student's category of disability

must match. For our kids that means all the students are d/hh and the

teacher is certified to teach d/hh.)

The process for an IFSP is very *similar* to that of an IEP. Not every

state has its EI program run through the Dept. of Ed, however, tho many

do. IDEA mandates that each state accepting EI funding assign a state

level coordinating agency. No matter which agency is coordinating the

EI services in your state, you should be assigned to a local EI

coordinator. You jointly develop a plan which is to focus on both the

child's and the family's needs. Federal regs require that services be

provided in the most " natural " environment possible. (I've always

puzzled over that - what would be an " unnatural " environment? " ) EI

services under an IFSP also has the authority to contract services with

non-educational agencies (something virtually unheard of for an IEP

that is not a transition plan.)

For deaf/hh children, most families receive audiological services

(possibly otological services, too) and a speech and language

development program from a certified teacher of the deaf. If one opts

for using sign language, make sure that the teacher and speech

pathologist can sign. You can also get private sign language classes in

your home for your entire family. Possibly extended family, too. Don't

let them tell you they can't. It's certainly allowable under FEDERAL

rules, which take precedence over state rules. I have gotten this for

every family who wanted this, for whom I have advocated.

Unlike IEPs, which require a review at least every 12 months, IFSPs

must be reviewed at least every 6 months.

There is a wealth of material on the Web alone, related to deaf/hh

persons, education for deaf/hh students and for EI services. Some are

GREAT and some are mediocre. Following is a list of websites which may

prove helpful:

For general, all purpose info on d/Deaf, HoH, education, etc., see:

http://home1.gte.net/sherryze/hearing.htm

http://members.tripod.com/~listenup/

My favorite sites for IDEA and IEP info are:

http://www.wrightslaw.com

http://www.edlaw.net

http://www.ldonline.org

http://www.ldanatl.org

http://www.nichcy.org/pubs/parent/pa2txt.htm

http://www.ed.gov/offices/OSERS/OSEP/index.html

Specifically targeting Early Intervention Services:

http://www.nectas.unc.edu/ National Early Childhood Technical

Assistance System (NEC*TAS) - This is BY FAR the best of the EI lot!

http://www.zerotothree.org

http://www.fcsn.org

http://ericeece.org

http://www.npin.org

http://www.ici.umn.edu:8001/ecri

http://www.naeyc.org/default.htm

http://www.ed.gov.offices/OERI/ECI/index.html

http://www.dec-sped.org

http://www.waisman.wise.edu/earlyint/wwwtrain/jesienei.htm

http://www.educ.kent.edu/deafed/1970822b.htm

http://www.nauticom.net/www/eita/wrap.html

If you want a glimpse of what the paperwork for an IFSP looks like, the

MI guidelines for doing an IFSP are at:

http://www.mde.state.mi.us/off/sped/admin_suite/MISC_DOCS/IFSPIEP.PDF

Blank IFSP forms for MI are at:

http://www.mde.state.mi.us/off/sped/admin_suite/MISC_DOCS/IFSPGIDE.PDF

These are PDF documents, for which you will need Acrobat Reader. If you

don't already have it, there is a link for downloading it at:

http://www.mde.state.mi.us/off/sped/admin_suite/MISC_DOCS/*misc_index.ht

ml

The above site will also give you links to the MI documents referenced

above. Even though this stuff is for MI, all the states that accept

federal money for EI must comply with the federal rules, so there is

very little substantive variation, just different " looks. " You should

check your state Dept of Ed website to see if there is similar

information there.

Celeste

[Guest guest]

Specific questions:

What should/can be in the plan for a newborn with moderate to profound

hearing loss? Training for us? Training for her? What can I reasonably

push for in terms of therapy and frequency of the same. How far can I insist

that it is written to my specifications and how much do I have to accept what

they say they can offer?

Thanks,

Lori

[Guest guest]

At 07:15 PM 11/14/00 -0500, you wrote:

>Specific questions:

>

>What should/can be in the plan for a newborn with moderate to profound

>hearing loss? Training for us? Training for her? What can I reasonably

>push for in terms of therapy and frequency of the same. How far can I insist

>that it is written to my specifications and how much do I have to accept what

>they say they can offer?

Hi Lori. I don't have experience with signing, but I can tell you, from an

oral perspective, what you might want to look for. I'm sure others can help

with more resources if you also choose other communication options.

A few of the things that you shouldn't be without...appropriate

amplification. Doesn't matter who's paying for it, make SURE that hearing

aid and an FM system get in there. Both are necessary if you want to

" bathe " your child in language, which is appropriate for a newborn baby who

is going to learn to be an oral communicator. They usually balk at an

FM...well, how am I going to communicate with my child in the noisy grocery

store? How can I let her know that the way this peach feels is called

" fuzzy " (or even that there's an actual word for it), if she can't hear me

because of all the background noise?

Then you'll want to start some auditory training. We started with an

auditory-oral/verbal approach (not cert AVT, but perfect for us) at 5

months to help my son learn to listen and understand what he's hearing. I

wish I'd started a little earlier. What this also does is gives YOU, the

parent, the ability to learn how to teach your child how to listen and use

what she hears...because YOU are her primary teacher.

What else? Periodic audiological assessments (I'd say, at this point, every

three months). Earmolds (you'll be getting new ones every few weeks for the

first few months! It'll drive you out of your mind, but it's worth it!).

Then, add ANYTHING else you can think of. :-) My son had a nutrition

consult because I mentioned one day that he was constipated...he had OT/PT

come out because he hadn't rolled over by the time he was 4 months (which

is totally normal)...I don't even remember what else. I didn't request

these services, but it was always fun to have these people come out and ooh

and aah over my cute baby...have an extra set of arms to hold him, and have

them reassure me that he was a perfect, normal little boy. ;-)

[Guest guest]

> They usually balk at an

> FM...well, how am I going to communicate with my child in the noisy

grocery

> store?

Another approach is that babies often lie on the side of their head so you

either get feedback or you have to turn it off. With an FM system, you can

still keep the auditory input going. But, with an infant you want to be sure

they are the FM systems contained in the boot for the hearing aid. You don't

want any wires that could possibly choke the child.

Hugs,

Kay

[Guest guest]

>What should/can be in the plan for a newborn with moderate to profound

>hearing loss? Training for us? Training for her?

In addition to the amplification, audiology services and auditory

training that was already suggested, you can get sign language lessons

for yourself, spouse and other children, if any. I have also known

parents to get these for Grandparents, as well. IMHO, it's a tad bit

early to start speech therapy, but later on, that is also a component

of the IFSP. Any of the related services the childs need should also

be included in the IFSP.

The federal regs for infants and toddlers state at 34 CFR Sec. 303.12

Early intervention services:

(d) Types of services; definitions. Following are types of services

included under " early intervention services, " and, if appropriate,

definitions of those services:

(1) Assistive technology device means any item, piece of equipment,

or product system, whether acquired commercially off the shelf,

modified, or customized, that is used to increase, maintain, or improve

the functional capabilities of children with disabilities. Assistive

technology service means a service that directly assists a child with a

disability in the selection, acquisition, or use of an assistive

technology device. Assistive technology services include--

(i) The evaluation of the needs of a child with a disability,

including a functional evaluation of the child in the child's customary

environment;

(ii) Purchasing, leasing, or otherwise providing for the

acquisition of assistive technology devices by children with

disabilities;

(iii) Selecting, designing, fitting, customizing, adapting,

applying, maintaining, repairing, or replacing assistive technology

devices;

(iv) Coordinating and using other therapies, interventions, or

services with assistive technology devices, such as those associated

with existing education and rehabilitation plans and programs;

(v) Training or technical assistance for a child with

disabilities or, if appropriate, that child's family; and

(vi) Training or technical assistance for professionals

(including individuals providing early intervention services) or other

individuals who provide services to or are otherwise substantially

involved in the major life functions of individuals with disabilities.

(2) Audiology includes--

(i) Identification of children with auditory impairment, using

at risk criteria and appropriate audiologic screening techniques;

(ii) Determination of the range, nature, and degree of hearing

loss and communication functions, by use of audiological evaluation

procedures;

(iii) Referral for medical and other services necessary for the

habilitation or rehabilitation of children with auditory impairment;

(iv) Provision of auditory training, aural rehabilitation,

speech reading and listening device orientation and training, and other

services;

(v) Provision of services for prevention of hearing loss; and

(vi) Determination of the child's need for individual

amplification, including selecting, fitting, and dispensing appropriate

listening and vibrotactile devices, and evaluating the effectiveness of

those devices.

(3) Family training, counseling, and home visits means services

provided, as appropriate, by social workers, psychologists, and other

qualified personnel to assist the family of a child eligible under this

part in understanding the special needs of the child and enhancing the

child's development.

(4) Health services (See Sec. 303.13).

(5) Medical services only for diagnostic or evaluation purposes

means services provided by a licensed physician to determine a child's

developmental status and need for early intervention services.

(6) Nursing services includes--

(i) The assessment of health status for the purpose of

providing nursing care, including the identification of patterns of

human response to actual or potential health problems;

(ii) Provision of nursing care to prevent health problems,

restore or improve functioning, and promote optimal health and

development; and

(iii) Administration of medications, treatments, and regimens

prescribed by a licensed physician.

(7) Nutrition services includes--

(i) Conducting individual assessments in--

(A) Nutritional history and dietary intake;

( Anthropometric, biochemical, and clinical variables;

© Feeding skills and feeding problems; and

(D) Food habits and food preferences;

(ii) Developing and monitoring appropriate plans to address the

nutritional needs of children eligible under this part, based on the

findings in paragraph (d)(7)(i) of this section; and

(iii) Making referrals to appropriate community resources to

carry out nutrition goals.

(8) Occupational therapy includes services to address the

functional needs of a child related to adaptive development, adaptive

behavior and play, and sensory, motor, and postural development. These

services are designed to improve the child's functional ability to

perform tasks in home, school, and community settings, and include--

(i) Identification, assessment, and intervention;

(ii) Adaptation of the environment, and selection, design, and

fabrication of assistive and orthotic devices to facilitate development

and promote the acquisition of functional skills; and

(iii) Prevention or minimization of the impact of initial or

future impairment, delay in development, or loss of functional ability.

(9) Physical therapy includes services to address the promotion of

sensorimotor function through enhancement of musculoskeletal status,

neurobehavioral organization, perceptual and motor development,

cardiopulmonary status, and effective environmental adaptation. These

services include--

(i) Screening, evaluation, and assessment of infants and

toddlers to identify movement dysfunction;

(ii) Obtaining, interpreting, and integrating information

appropriate to program planning to prevent, alleviate, or compensate

for movement dysfunction and related functional problems; and

(iii) Providing individual and group services or treatment to

prevent, alleviate, or compensate for movement dysfunction and related

functional problems.

(10) Psychological services includes--

(i) Administering psychological and developmental tests and

other assessment procedures;

(ii) Interpreting assessment results;

(iii) Obtaining, integrating, and interpreting information

about child behavior, and child and family conditions related to

learning, mental health, and development; and

(iv) Planning and managing a program of psychological services,

including psychological counseling for children and parents, family

counseling, consultation on child development, parent training, and

education programs.

The regs are on-line at

http://www.ideapractices.org/idearegsmainPartC.htm.

>What can I reasonably

>push for in terms of therapy and frequency of the same. How far can I insist

>that it is written to my specifications and how much do I have to accept what

>they say they can offer?

Push for what you feel is appropriate for YOUR child. The IFSP has to

be reviewed at least every 6 months, so if anything changes or isn't

working, you can address it at the next review, which you can call at

any time -- you don't have to wait for the 6 months to be up.

You have procedural safeguards. They are slightly different than those

for an IEP, and offer less protections, particularly since EI services

do NOT have to be free and do NOT have to offer FAPE. If I were you, I

would first insist that the case coordinator give you a copy of your

procedural safeguards and your state EI rules, and then go over it

part, by part with you. If you don't understand something, ask and ask

again, until you are clear about it. The safeguards vary by state,

depending on which options the state is using under EI regs. You do

have the right to go to a due process hearing and/or mediation if you

disagree. My lay advice (intended to be educational, not legal advice,

since I am not an attorney) is that you work out an initial IFSP that

you can live with, even if it doesn't offer everything you want. Then,

once you are in the system and services have begun, you can start

researching what you are aiming for, and when ready, then call a new

IFSP team meeting, to try to get more of what you want, and if

necessary, then go to a due process hearing. At least you will have

the initial services, which cannot be removed if you do go to a hearing

and/or mediation.

Celeste

[Guest guest]

Specific questions:

What should/can be in the plan for a newborn with moderate to profound

hearing loss? Training for us? Training for her? What can I reasonably

push for in terms of therapy and frequency of the same. How far can I

insist

that it is written to my specifications and how much do I have to accept

what

they say they can offer?

Thanks,

Lori

Lori,

I am in OK too and have been through Sooner Starts, a lot depends on your

resource coordinator. There are good ones and bad ones. I have had Sooner

Start people tell me, off the record of course, that they have been

instructed not to offer too much. Instead let the parents ask for it before

you include it. The IFSP usually starts out with them asking you to tell

them what you think your child needs and what your goals are for your child.

So be sure you tell them goals that can only be met by providing the

services you want.

Knowing this I tell parents to ask for EVERYTHING they can think of, the

worst that can happen is they say no. Everything that you mentioned is

perfectly reasonable to ask for. I can tell you what my son received from

Sooner Starts, Zak was about 6 months old when they started coming out, he

had a speech therapist, and occupational therapist and a physical therapist

that each saw him one hour per week. We also had a nutritionist that

consulted with us one to two times a month and more often when we had

feeding issues. We also received services through Project ECHO, which dealt

with parent training specific to hearing loss, including how to maintain the

hearing aids, choices in communication and even sign language instruction if

you want it. I think I mentioned before that ECHO has now been incorporated

into Sooner Starts for kids birth to three, so it would be helpful to ask

for an ECHO trained person to be on your team. When Zak was older I felt he

needed to be around signing peers, so at 20 months Sooner Starts contracted

with a local public school program for kids with hearing loss and Zak went

to preschool as part of his services.

At one point parents in Cleveland county were being told their child could

only receive one service per week, they flipped when they found out Zak was

getting OT, PT, Speech and preschool! So services can vary greatly from

county to county. If they tell you they can't do something make sure they

tell you why, and then check it out for your self! You can always e-mail me

directly if you have any questions about something they say.

Some great resources for information are Caldron and Jan Goldman,

both are at UCO. teaches the preschool program at UCO for children

with hearing loss and she is also an ECHO advisor. Besides teaching at UCO,

Jan has a private practice in Oklahoma city and she is also the mom of a

deaf daughter who is in college now. If you would like contact info for

either just let me know.

Good luck tomorrow, and remember if there is anything you are unsure of you

don't have to sign the IFSP right away. Tell them you'd like to have a few

days to look it over and make sure you have not forgotten anything, that is

perfectly acceptable to do. Also remember that you can call a review

anytime you want, so if you think of something later or if your child's

needs change (and they will) you can call a review and change things.

RoseAnn