NC Early Intervention Program Professional Development Opportunities Orientati

NC Early Intervention Program Professional Development Opportunities Orientati on to Early Interventi on Other North Carolina Trainings

Welcome to North Carolina’s Orientation to Early Intervention This is an introductory course designed for professionals new to early intervention (EI) in NC. New employees in EI must have approval from their supervisors before formally taking this course for credit. This material combined with recommended activities and supplemental suggestions points new staff in the right direction for best practice. 1

Course Protocol Taking this online course for credit toward competence in inter-agency and community process involves the following steps: ** ÃSupervisors: suggest when and how staff study required material pre-approve recommended and/or supplemental activities ÃStaff: study the online course material complete the accompanying study guide participate as directed in recommended and/or supplemental activities ÃStaff and Supervisors Together: Complete documentation form for personnel credit **All provider agencies must follow the procedures agreed upon with their Children’s Developmental Services Agencies (CDSAs) for implementing course with staff 2

This online course is just the first step in exploring the EI system. Objectives The learners will: à Acquire information about the early intervention process à Recognize skills for collaborating with professionals and families à Identify resources available for supporting infants , toddlers and families Methods The learners will: à study online material à à à View any built in presentations Explore embedded links Read the Parent Handbook Review three Infant-Toddler Program Manual bulletins Complete accompanying study guide Develop list of follow-up questions or concerns Participate in recommended activities and/or supplemental suggestions with pre-approval of supervisor, 3

Navigating the Training On the next page you will see a yellow box. You need to click in that box to access and print your REQUIRED Study Guide. You will also see three boxes entitled: “IDEA”, “Collaboration”, and “Family-Centered Focus”. If you prefer to go through the information in “pieces”, you can click on the boxes to go directly to those sections. Your current page number is indicated at the bottom of each page. Use the arrows to navigate through the pages of the training. 4

North Carolina Orientation to EI Preparation for New Professionals Click here to print the REQUIRED Orientation to Early IDEA Intervention Federal Legislation Study Guide. NC Infant-Toddler Program Collaboration Procedures Partners in Early Intervention You need to complete the Study Guide in order to receive credit for this training. Family-Centered Focus Supporting Family Involvement Developing Skills 5

IDEA SECTION 6

IDEA Individuals with Disabilities Education Act The early intervention system of services is provided under this federal law. à à IDEA is divided into two parts, Part C and Part B Part C Part B Infant-Toddler Program à Preschool Program Serves children birth to à Serves children ages 3 three years old with 5 with disabilities developmental delays or established Check out the National Early conditions Childhood Technical Assistance Center web site to learn more about Part C of IDEA 7

à à The Program for Infants and Toddlers with Disabilities (Part C of IDEA) is a federal grant program that assists states in operating a comprehensive statewide program of early intervention services for infants and toddlers with disabilities, ages birth to 3 years, and their families. In order for a state to participate in the program it must assure that early intervention will be available to all eligible children and their families. Also, the governor must designate a lead agency to receive the grant and administer the program, and appoint an Interagency Coordinating Council (ICC), including parents of young children with disabilities, to advise and assist the lead agency. Currently, all states and eligible territories are participating in the Part C program. Annual funding to each state is based upon census figures of the number of children, birth to 3, in the general population or other guidance from the federal agency. 8

à The Office of Special Education Programs (OSEP) provides grants to states to assist with implementing the Early Intervention Program in accordance with the IDEA. à States provide an Annual Performance Report (APR) to OSEP to comment on progress/status of indicators within the State Performance Plan (SPP). ’s Click here to view NC an State Performance Pl 9

Child Find and Public Awareness are critical components of early intervention. It is important to target potential referral sources and partner with related early intervention/early childhood agencies as public awareness and child find activities are planned and implemented. Child Find is a continuous process of public awareness activities, screening and evaluation designed to locate, identify, and refer as early as possible all young children with disabilities and their families who are in need of the Early Intervention Program Part C requires each state to have a “comprehensive child find system” which includes: à Finding children birth to age three as early as possible Click here to view à Coordinating with other agencies and programs the bulletin from à Targeting referral sources such as the NC ITP hospitals medical providers daycare providers homeless family shelters Manual parents local education agencies discussing Child Find & Public public health facilities Awareness child welfare system 10

Compliance with IDEA Ã Ã States are required to monitor their compliance with federal IDEA requirements and to evaluate the quality of the state’s birth to three service delivery system. Interagency quality assurance and improvement activities occur at state, regional, and local levels. Each CDSA in NC has a Quality Assurance Coordinator as part of this requirement. Monitoring is an important component of our program. It involves assessing progress and compliance as they relate to the indicators on the State Performance Plan (SPP) and planning for successfully implementing the Infant-Toddler 11 Program.

Desired outcomes through the monitoring process include: Ã Ã Ã Consistency across all CDSAs Improved results for infants, toddlers and their families Compliance with state and federal regulations Quality services and assistance for children and their families Efficient, manageable, and meaningful experiences for families Integration of the monitoring process with Quality Consistenc y Efficiency Improved Results Click to view a Corrective Action Plan template Complianc e Integration OUTCOMES Click to see a section of the Record Review Tool 12

Part C of IDEA is called the Infant-Toddler Program in North Carolina You’ll need to study your NC Infant-Toddler Program Manual, seek guidance and information from your supervisor and co-workers, and attend other trainings on specific topics as suggested by your CDSA. Click here to view the NC Infant-Toddler Program Manual 13

The Infant-Toddler Program (ITP) provides services and support to families with infants and toddlers birth to three with special needs and ensures that the services children and families need are available. ITP requirements for developing state system of EI program services: *comprehensive, *coordinated *multidisciplinary *Interagency Agreement outlining the roles and responsibilities for Parts C B. Families and professionals need information about the Early Intervention system. States are required to have a statewide directory to provide them with information; the Central Directory of Resources (CDR). Click here to view the Central Directory of Resources Click here to view NC’s Interagency Agreement 14

NC’s Early Intervention System Structure North Carolina has a rich history of providing services to very young children with special needs and their families by utilizing expertise in a variety of agencies and programs. The Early Intervention System includes agencies such as à Children’s Developmental Services Agencies (CDSAs) à Governor Morehead Preschool Programs à Early Intervention and Preschool Programs for Children who are Deaf or Hard of Hearing à TEACCH Centers à Early Head Start Programs, and à Private Provider Networks The Early Intervention System is not just one agency. 15

The Infant-Toddler Program in NC is governed by the federal legislation Part C of IDEA within the Division of Public Health. The Early Intervention Branch (statewide) and its Children’s Developmental Services Agencies (CDSAs), locally, manage the program. Infant-Toddler Program Part C (0 -3) Division of Public Health, Women’s & Children’s Health Section Early Intervention Branch Children’s Developmental Services Agency (CDSA) Preschool Program Part B (3 -5) Public Schools of North Carolina (PSNC) Exceptional Children Division Local Education Agency (LEA) (Public School) You can find more information about NC’s Part C and Part B (Preschool) Programs by accessing the home page of this website 16

State Lead Agency Responsibility (Early Intervention Branch) The state lead agency for the Infant-Toddler Program is the Early Intervention Branch of the Division of Public Health, Women’s & Children’s Health Section. The lead agency is responsible for working with all agencies to create an efficient and effective system of services. The EI Branch, as the state lead agency, sets standards, develops policies, and monitors the implementation of the federal and state requirements. Click here to view the bulletin from the NC ITP Manual discussing the Lead Agency 17

Local Lead Agency Responsibility (CDSAs) The CDSA is the local lead agency for the Infant-Toddler Program. There are 18 CDSAs in North Carolina, each serving a specific catchment area. The CDSAs responsibilities include: implementing and monitoring the state and federal requirements in their catchment area. providing training and consultation to their provider network. providing assessment, service coordination, and other services if appropriately qualified community-based providers are unavailable. Other ITP services are provided by a network of public and private providers contracted through the CDSA. The CDSA to view will be the provider of last resort if. Click nohere other providers are the bulletin from available. the NC ITP Manual discussing Service Providers 18

COLLABORATION SECTION 19

The CDSA is the single point of entry into the Infant-Toddler Program. When the CDSA receives a referral, a Service Coordinator is assigned to meet with the family. At initial contact, the Parent Handbook is given to families by the Service Coordinator. The Handbook explains the Infant-Toddler Program and includes the rights of the child and family. The Service Coordinator: Ãbegins to discuss the family’s concerns and priorities for their child. Ãgathers information about daily routines and activities by completing the Welcome to My World intake form. This information will help with planning for the initial evaluation and can also help with service planning as the IFSP is Click here to view the Parent Handbook Click here to view the bulletin from the NC ITP Manual discussing the Referral Process* Click here to view the Welcome to My New World form *Take note of the flow chart for the Referral Process on page 19 -9 20

à à The CDSA determines eligibility for the Infant-Toddler Program. The family is invited to be present at the eligibility determination meeting. The CDSA must also notify the family and the referral source (with parental consent) of the eligibility decision in writing. The child’s strengths and needs must be identified in order to develop an intervention plan and select appropriate services. This is done as part of the initial multidisciplinary evaluation. Under IDEA, evaluation and assessment are to be provided at no cost to the parent. view o t e her ior Click ritten Pr e the W rm (Notic e fo igibility) c i t o N of El Click here to view the bulletin from the NC ITP Manual discussing Eligibility Determination 21

Evaluation refers to the process used by the multidisciplinary team (qualified people with training and experience in the areas of speech and language skills, physical abilities, hearing and vision, and other important areas of development). The evaluation is individualized for each child and responsive to the family’s concerns, need for information, and preferences regarding this evaluation. The multidisciplinary team observes, interacts, and uses other tools or methods to gather information about the child. The team then meets with the family to discuss whether or not the child is eligible and to begin service planning. This evaluation can also provide information to make eligibility decisions for some children. 22

Early intervention is the process of providing services, education, and support to the families of young children who have a developmental delay or an established condition associated with a high probability of resulting in a developmental delay. Its purpose is to lessen the effects of the disability or delay. Services are designed to identify and meet the child’s need in five developmental areas, including: physical development, cognitive development, communication, social-emotional development, and adaptive development. In the Developmental In the Established Delay category, the Conditions category, Click here to view the eligibility definition children must have a bulletin requires at least 30% diagnosed condition from delay in one area of that usually affects the NC ITP Manual development or 25% development in one or discussing delay in two areas. more areas. Eligibility Categories 23

If the ITP is not appropriate and/or the child is not eligible, the CDSA helps the family explore other options and resources, many of which can be found in the Central Directory of Resources you read about earlier. Some of the most common resources accessed by families are: Smart Start Family Support Network (click to view website) or call 919 -8217999 Headstart / Early Headstart (click to view general information) or call 1 -800 -8520042 Health Department Child Service Coordination Program 919 -821 -7999 (click to view Health Department listing by county) or call 1 -800 -737 -3028 24

The CDSA should refer a child to the Health Department Child Service Coordination (CSC) program when: Ã Ã A child is not eligible for the Infant-Toddler Program A family declines participation in the Infant-Toddler Program The child is no longer eligible for Infant-Toddler Program services The child ages out of the Infant-Toddler Program The CDSA must obtain signed consent from a parent in order to refer to the CSC Program. Click here to view the Authorization to Disclose Information form Click here to view a presentation about the CSC Program in North Carolina 25

Who Provides CSC in NC? à Local Health Departments (LHDs) à Sickle Cell Disease Association à à à 92% of CSC services are provided by the LHD and there are no financial criteria for families to enroll their children in the CSC Program. There are four in North Carolina, located in Greensboro, Fayetteville, Jacksonville, and Charlotte. They provide services in the county in which they are located and in surrounding counties. Rural Health Centers The Governor Morehead Preschool Program Early Intervention Program for Children who are Deaf or Hard of Hearing Click on the name of each program to learn more. 26

If a child IS eligible for ITP ÃPlanning for services is done by a team and is tailored to the individual needs of the child and the family. Services are selected in collaboration with the family after available natural supports and resources to meet identified outcomes have been explored. The planning process should be an efficient, manageable, and meaningful experience for families. ÃThe planning process will result in the development of the IFSP and can be a wonderful intervention in and of itself – not just paperwork to meet a requirement. ÃThe process helps families learn to: solve problems discover resources, and become more confident. ÃMeeting outcomes is a time for celebration. ÃThe IFSP is the intervention plan for the ITP and has certain required components. It is a legal document, and families must approve the IFSP. ÃClick here to see the Individualized Family Service Plan (IFSP) All service providers are required to use the IFSP form for service planning and ongoing assessment of progress toward outcomes. 27 It is in English and Spanish, and available in hard copy or for download from the EI website.

IFSPs are: ÃUnique to each child and family ÃDriven by a family’s concerns, priorities and resources ÃIncludes outcomes for child and family, which are integrated to promote a holistic approach to intervention ÃNeed constant updating because children and families change quickly and frequently There is one intervention plan for each child and family at any given time. All service providers contribute to the development and implementation of this one plan. Click here to view the bulletin from the NC ITP Manual discussing the Individualized Family Service Plan 28

The Infant-Toddler Program provides services and supports to families in NATURAL ENVIRONMENTS Interventions take place in natural settings where outcomes and activities can be incorporated into daily routines. Click here to view the bulletin from the NC ITP Manual discussing Service Planning Click here to & Delivery Examples of daily routines are meals, baths, play, and other everyday events. Interventions will target those environments activities where the child has the most opportunity for the targeted outcomes. view “Growing Up Naturally” and learning The variety of local settings varies from community to community. Service providers often have to be creative in order to see children in natural environments. Natural environments might include: play group at the recreation center, regular child care centers, story hours at the library, and playgrounds. 29

Required Services of the NC ITP The law requires that certain services be made available to children and families if they are needed and wanted by the family. These are called Required Services. There can be a charge to families for some of the services in the Infant. Toddler Program. However, Service Coordination, IFSP development and review, here to viewbe and evaluations. Click may not the bulletin in the charged to families. NC ITP Manual discussing Definitions of ITP Services Examples of required services: Special Instruction Specialized Therapies Transportation Service Coordination Health Services Respite Care Assistive Technology Vision Hearing Services You should become familiar with the definitions of required services and refer back to them frequently when developing intervention plans to make sure all team members are 30 using the same, correct definitions.

Recommended Services of the NC ITP Other services defined in the NC ITP Manual are recommended services. These services are often very helpful, but they are not mandated by law to be available. Examples of required services: Well child care Genetic counseling Child care Women, Infants, and Children (WIC) program Special finding Immunizations The ITP Manual provides information on assessing fees for services. Any charges to families must be based on a sliding fee scale, and no one can be denied services because of inability to pay. We must help families identify a variety of natural supports, such as grandparents, friends, neighborhood programs, and so on which can be 31 utilized to help in the care

Service Delivery and Creativity Inclusion Infant-Toddler Program services are to be provided in natural environments – where children without special needs are growing and learning – and during activities that are part of their daily routine. Families often need assistance to help their child and family participate in community activities. Click here to view the Partnerships for Inclusion website 32

Service Delivery and Creativity Transportation/Respite & Assistive Technology All families are entitled to transportation and respite services to assist them in meeting the outcomes identified on the IFSP. The level of assistance will vary based on family need. Funding may be available to Click here to view assist families in the Infantthe bulletin in the NC ITP Manual Toddler Program with the discussing purchase of special equipment Click here to view Transportation and Respite in the and learning devices. The need the. NCbulletin ITP Manual describing for Assistive Technology (AT) Assistive Technology services and devices must be Services documented on the IFSP. 33

Transitions Transition is change in: à What we do à Who we’re with à How we feel à What we need à Where we go Click here to view the bulletin from the NC ITP Manual discussing Transition Key Transitions à Hospital to Home à Entry into Special Services à Infant-Toddler Program to Preschool Program à Preschool Program to Kindergarten Click here to view “Transition Guidelines in NC” Links for “Communication Strategies”, “Benefits of Planning” & “Stages of Concern” not available 34

Transition Options in the NC ITP: Part B Health Department Child Service Coordination ÃAll children must transition out of the ITP by age three. ÃThe CDSA must obtain a signed consent from a parent in order to refer to other programs. ÃHealth Department Child Service Coordination (CSC) should always be discussed with families as an option for continued coordination of services. Referrals should be made as desired by the family. Click here to view the bulletin from the NC ITP Manual discussing Written Parental Consent Click here to view the Preschool (Part B) presentation 35

Transition Options in the NC ITP: Part B Other Community Resources Transition activities to support the family and prepare the child must be incorporated into the IFSP. These activities may include: child evaluations discussions with school personnel, visits to potential preschool classrooms or other community programs, completion of required paperwork. Some other transition options commonly chosen by families include: Smart Start Family Support Network Head Start / Early Head Start Area Childcare Centers Community-Specific Resources 36

Comparison of CSC, Part C and Part B Programs CSCP IDEA – Part C (NC ITP) IDEA – Part B (Prescho ol Program) Lead Agency LHD CDSA Local School System Age 0 -5 years 0 -3 years 3 -5 years Address Family Needs YES NO Service Coordinatio n YES NO 37

Collaboration Click here to see a presentation about Collaboration among all agencies is critical. Equally important is the successful development of partnerships between service providers and families. 38

Collaboration Can Involve: Ã Ã Ã Ã Ã Responding to a need Identifying problem-solving measures Enhancing new or existing partnerships Fostering cooperation Reducing duplication of efforts Pooling or maximizing resources Eliciting feedback Maintaining communication Increasing capacity Establishing a “give and take” relationship to achieve solutions 39

North Carolina Interagency Coordinating Council ICC) The State Interagency (NC Coordinating Council is a federally-mandated component of Part C IDEA guidelines. The NC ICC is the designated planning partner of the Division of Public Health and Public Schools of North Carolina in their roles as lead agencies for birth to five services for children with special needs and their families. The NC ICC. . . Ãpromotes state level policy and budget decisions affecting the delivery of early intervention services. Ãensures the development and implementation of a coordinated interagency service system for infants, toddlers, and preschoolers with disabilities and developmental delays and their families. The ICC is made up of stakeholders – professionals and parents associated with children with developmental disabilities. Click here to view web page addressing Interagency Coordinating Councils 40

Examples of Interagency Collaboration with Families à à à Establishing a relationship with the family and maintaining communication Assisting and supporting the family Providing family-directed identification of needs, strengths, concerns, priorities, daily routines, resources, and supports Developing the IFSP and participating in ongoing assessment Linking, integrating, and coordinating delivery of all services Providing support as the family accesses needed services 41

FAMILY-CENTERED FOCUS SECTION 42

Family-centered practice emphasizes the family’s central role in planning and decision-making regarding services for their child. The Infant-Toddler Program has a strong emphasis on the family. The ITP calls for services to support and assist families in their efforts to help their children grow and develop. The philosophy of focusing on the strengths of the family and child is promoted. Assessment and intervention activities are to be incorporated into the child’s and family’s daily routines and activities. Services are to be provided in natural environments where children without special needs are found and where the family spends time with their child. The regulations require service coordination to assist families in negotiating the system and to ensure their rights are protected. Click here to view the bulletin from the NC ITP Manual discussing the Statement of Philosophy 43

Early Intervention Service Coordination The law is clear that the Infant-Toddler Program must offer support to families in the form of a Service Coordinator to help them navigate the system. In NC, a Service Coordinator must be assigned within two working days of a referral. The Service Coordinator is integral to implementation of the ITP. The Service Coordinator: ensures that all procedural safeguards are met and explained to the family. works closely with the family and all service providers. Click here to vie w the bulletin from the NC ITP Manual discussing Serv ice Coordination 44

Service Coordinators: facilitate development of the IFSP with the family and other team members. involve families in all aspects of service planning and coordination. facilitate activities during transitions. support the family by providing information about support groups and advocacy organizations, if needed. Parents can participate to whatever extent they wish in the service coordination process, including assessment service planning implementation coordination monitoring evaluation Early intervention service coordination responsibilities can be found in several bulletins in the NC ITP Manual. 45

Proper documentation is key in assuring that families are receiving appropriate services and assistance. The ITP has a set of required forms, including the state interagency IFSP form, to document the process from initial referral to exiting the program. These forms must be used by all CDSAs and enrolled service providers. Specific requirements for documentation and maintenance of child records can be found in the ITP Manual. You will also get specific guidance from your CDSA. Click here to view the bulletin from the NC ITP Manual discussing ITP Records 46

Notification of Rights The family is the key decision maker throughout their time in the ITP. However, families can only make informed decisions if they are provided with the information they need. Child and Family Rights must be explained at designated times. Written acknowledgement of receipt of rights must be obtained from the family at initial contact and annual IFSP reviews. It is not necessary to review all rights on every occasion, but to review those rights that are pertinent at the time of review or during significant actions that will affect the child or family. The Parent Handbook also explains the ITP rules, policies, and procedures. Click here to view the bulletin from the NC ITP Manual discussing Notification of Child & Family Rights 47

The Infant-Toddler Program must not only respect families, we must offer certain protections to families. “Informed Consent” means that we fully explain what consent means so that families can understand. Clickparental here to Families must give written view the Consent and consent before evaluations and Notice form Click here to services can begin. view the Written Prior Notice form Families must receive written prior notice so decisions are not made without them. Families can choose some services and not choose others. Written Prior Notice must be provided before evaluations, before eligibility is determined or continued eligibility, before IFSP meetings, and before there can be changes to services. Notice must be given at least 10 calendar days before the 48

Respecting Diversity Families have a right to have both written and verbal communication with them in their native language or usual mode of communication. The Infant-Toddler Program must ensure that families are fully informed. Service Providers should also be sensitive to cultural differences related to the use of certain words, phrases, body language, or gestures. The Infant-Toddler Program has the responsibility to keep accurate and complete records, to give families access to those records, and to allow them to amend records if they choose. When the parent is not identified or the child is in the custody of Department of Social Services (DSS), a surrogate parent must be appointed to represent and advocate for the child. The surrogate parent must receive à à Click here to view the bulletin from the NC ITP Manual discussing Native Language / Mode of Communication Click here to view the bulletin from the NC ITP Manual discussing Parental Access and Amendment to Records Click here to view the bulletin from the NC ITP Manual discussing Confidentiality and Privacy Issues Click here to view the bulletin from the NC ITP Manual discussing Surrogate Parents 49

Related ITP Forms à Click here to view the ITP Confidentiality Agreement form à Click here to view the Accounting of Release/Disclosure and Record Access form à Click here to view the Surrogate Parent Appointment Letter à Click here to view the Surrogate Parent Termination Letter à Click here to view the Biological Parent Notification Letter 50

When families have concerns regarding the Infant-Toddler Program… There are formal mechanisms for responding to individual child complaints, interagency disputes, and complaints Click here to view about the birth through two system of services. For individual child complaints, parents may choose mediation and an administrative hearing. The Service Coordinator should assist the family with any complaints, informal or formal. A child must continue to receive services during the complaint process. Formal complaint procedures are not always needed if the involved parties are responsive and forthright with each other. Usually disagreements result from misunderstandings or lack of information, and can be resolved through honest, open, and respectful discussion. the bulletin from the NC ITP Manual discussing Click here to view Complaint the bulletin from Resolution – the NC ITP Manual Individual Child discussing Click here to view Complaint the bulletin from Resolution – ITP the NC ITP System Manual discussing Complaint Resolution – Interagency Disputes 51

Online Family Support Tots ‘n Tec Research Institute www. asu. edu/clas/tnt Family & Advocates Partnership for Education (FAPE) www. fape. org Connecticut Birth to Three System www. birth 23. org First Signs http: //firstsigns. org Family Voices www. familyvoices. org Tel. Ability www. telability. org Family Voices www. familyvoices. org New Assessments www. newassessment. org 52

As a person new to EI, you may need to seek guidance and assistance. A mentoring arrangement is a good way to improve the skills you need to ensure you are providing appropriate services and supports to families while earning continuing education credits. A mentorship is a supportive relationship established between two individuals where knowledge, skills, and experience are shared. The mentee is someone seeking guidance in developing specific competencies, self-awareness, and skills in early intervention. The mentor is a person who has expertise in the areas of need identified by the mentee and is able to share his/her wisdom in a nurturing way. In this relationship, the mentee has the opportunity to ask questions, share concerns, and observe a more experienced professional or parent within a safe, protected environment. Through reflection and collaboration between the mentor-mentee pair, the mentee can become more self-confident and competent in their integration and application of the knowledge and skills gained in the mentorship demonstrating best practice. 53

You can also develop your knowledge and skills in specific on-the-job issues while earning continuing education credits through independent Independentstudy. Study Through Independent Study Through an Individual Plan Specialized Projects Engaging in activities in the Accepting major pursuit of specific knowledge, responsibilities in a one-time skill, or ability through selfprogram where significant directed learning. Examples information, a new perspective, which might be approved are or an increased skill level is development of a presentation acquired. Examples which on a topic of practice, writing might be approved are when an article for a journal, the applicant has a specific role designing a curriculum, in a demonstration project, production of a video, or educational project, research preparation to become an study, data collection, or instructor in a specific area of program review related to a practice. specific area of practice. Click here to find more information about acquiring continuing education credit while improving your skills in assisting and supporting families 54

Online Professional Resources Zero to Three www. zerotothree. org Clearinghouse on Early Education and Parenting http: //ceep. crc. uiuc. edu/eecearchive/digests/2001/bruns 01. html IFSP Web – Family Centered Services www. ifspweb. org/family_services. html KITS – Kansas Inservice Training System www. kskits. org/resources/index. shtml NAEYC Early Childhood Professionals www. naeyc. org/ecp Early Childhood Institute – C. L. A. S. Culturally & Linguistically Appropriate Services www. clas. uiuc. edu/special/evaltools/index. html IDEA Infant & Toddler Coordinators Association – Orientation Resource Manual www. ideainfanttoddler. org/resource_manual. htm NECTAC – National Early Childhood Technical Assistance Center www. nectac. org Research and Training Center on Early Childhood Development 55 www. researchtopractice. info/product. Solutions. php

NC Services & Agencies Family Support Network http: //fsnnc. med. unc. edu Easter Seals UCP NC http: //nc. easterseals. com Early Childhood Assistance Center www. ecac-parentcenter. org North Carolina Office of School Readiness www. osr. nc. gov Children’s Developmental Services Agencies (CDSAs) www. ncei. org/ei/itp/cdsa. html NC BEGINNINGS for Parent of Children who are Deaf or Hard of Hearing www. ncbegin. org Governor Morehead Preschool for Visually Impaired Children www. ncoes. net/gms_preschool. shtml NC Early Intervention Program for Children who are Deaf or Hard of Hearing www. ncoes. net/preschools. shtml Smart Start and the North Carolina Partnership for Children www. smartstart-nc. org Division TEACCH www. teacch. com 56

You have completed the online portion of the Orientation to Early Intervention training! Ã Ã Ã Be sure to complete your study guide and schedule a time to review this information with your supervisor or appropriate CDSA designee. You have viewed a lot of information, and you aren’t expected to remember everything at this point. Much of the knowledge and skills you need to become comfortable with your work will come through experience and guidance and support from your co-workers and supervisor. You can continue to refer back to this content as specific questions and issues arise. 57