Assuring the Family's Role on the Early Intervention Team: Explaining Rights and Safeguards.

Autor/inn/en	Hurth, Joicey L.; Goff, Paula E.
Institution	National Early Childhood Technical Assistance System, Chapel Hill, NC.
Titel	Assuring the Family's Role on the Early Intervention Team: Explaining Rights and Safeguards.
Quelle	(1996), (35 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Compliance (Legal); Conflict Resolution; Delivery Systems; Disabilities; Due Process; Early Intervention; Educational Legislation; Family Involvement; Family School Relationship; Federal Legislation; Individualized Family Service Plans; Infants; Parent Grievances; Parent Rights; Parent School Relationship; Preschool Education; Toddlers + Suchen Sie Ihr Suchwort? Conflict solving; Konfliktlösung; Konfliktregelung; Auslieferung; Handicap; Behinderung; Bildungsrecht; Schulgesetz; Bundesrecht; Infant; Toddler; Toddlers; Kleinkind; Beschwerde; Elternrecht; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Pre-school education; Vorschulerziehung; Infants
Abstract	This paper synthesizes innovative practices and ideas for explaining to families the procedural safeguards required by the Infants and Toddlers with Disabilities Program (Part H) of the Individuals with Disabilities Education Act (IDEA). An introductory discussion stresses that the primary safeguard provided for in Part H is the clear acknowledgment of the family's role as primary decision maker in developing an Individualized Family Service Plan (IFSP). A table lists the central rights and safeguards under Part H and keys them to the actual regulatory language. A step-by-step model focuses on explaining procedural safeguards in context and explaining procedures for conflict resolution. A flow chart identifies required and recommended practices at various stages from referral for early intervention to acceptance and implementation of the IFSP. Principles and practices for creating and using family-friendly materials are identified and discussed including: (1) use of family-friendly language and a family-centered philosophy; (2) presentation of information on procedural safeguards in the context of early intervention services and the IFSP process; (3) use of a variety of media and multiple languages; (4) provision of easy-to-use materials; and (5) involvement of a diverse cadre of informed service providers, experienced parents, and community representatives. Appended are the IDEA regulations relating to procedural safeguards. (Contains 17 references.) (DB)
Anmerkungen	NEC*TAS Coordinating Office, 500 NationsBank Plaza, 137 E. Franklin St., Chapel Hill, NC 27514; e-mail: nectasta@mhs.unc.edu; World Wide Web: http://www.nectas.unc.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC