Education / Early Intervention

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Children with cerebral palsy need to start formal education earlier than a child without a disability.   If your child is younger than three, they will receive early intervention services, if they are between three and five, they will receive services through a preschool program.  In either case, the therapeutic and educational services in your child’s program will be tailored to meet his unique learning needs.

EARLY INTERVENTION PROGRAMS

These programs are designed to improve the development of a baby or young child with a developmental delay or disability.  They provide  a range of services designed to intervene at the early stages of an infant or toddler’s disability. Services can include physical therapy, speech therapy; special instruction; occupational therapy, health services; family training and counseling; or assistive technology services.

If your child has poor motor function it is important that he receive special educational and therapy services as soon as possible.  Intervention is critical during this early time because the young brain has a greater capacity to be molded with appropriate training.  In the first few years of life a child has the greatest ability to learn and develop.  Through early intervention, infants and young children with cerebral palsy can develop more normal function, including posture, muscle tone, and movement. They can be taught movements helpful for feeding, bathing, and dressing themselves.

Qualifying for early intervention.

Infants or toddlers with disabilities in one or more of the following areas of development may qualify for Early Intervention: physical, cognitive, adaptive, communicative, or social and/or emotional development.

Early intervention programs are coordinated through the state, but if the state receives federal funds there are certain requirements the state must meet.   In order to qualify states will generally consider the following sufficient:

• A significant delay in one or more areas of development.
• A specialist has determined there is a delay, although not evident from assessments.
• A known physical or mental condition which will likely lead to developmental delays.

Individualized Family Service Plan (IFSP)
If child is eligible for early intervention then their should be ISFS developed.  This is required for states receiving federal funding. This plan is formulated with the family and describes the extent and nature of the services the family desires. This plan should be tailored to the entire family’s needs, not just the child.  For example, service should be designed to help the parents use daily activities to teach their child, and strategies for the entire family to cope with caring for a disabled child.

Education and Individual with Disabilities Education Act
For children who are 3 years of age the funding also comes through the federal government
under the Individual with Disabilities Education Act (IDEA).   To qualify for federal funds, a state must demonstrate that it is providing all children with disabilities a free appropriate public education in the least restrictive environment that meets IDEA’s standards.

The purposes of IDEA generally are:

(1) to ensure that all children with disabilities have available to them a free education that emphasizes special education and related services designed to meet their unique needs and prepare them for employment and independent living; (2) to assist States in the implementation of a statewide, comprehensive, coordinated, multidisciplinary, interagency system of early intervention services for infants and toddlers with disabilities and their families; (3) to ensure that educators and parents have the necessary tools to improve educational results for children with disabilities; and (4) to assess, and ensure the effectiveness of, efforts to educate children with disabilities.

 The guidelines set forth by IDEA only establish the minimum requirements in special education programs for states to receive federal funds.  That is, the law does not require states to provide an optimum educational program for your child.  Because states have flexibility differences exist in what services or programs may be available in a given state.

Evaluation     
Before an educational plan is developed the child mut undergo an evaluation. They must assess the child in all areas related to the child's suspected disability. The evaluation results will be used to decide the child's eligibility for special education and related services, and to make decisions about an appropriate educational program for the child. If the parents disagree with the evaluation, they have the right to take their child for an Independent Educational Evaluation (IEE). They can also ask that the school system pay for this IEE.

• A statement of the child's present levels of educational performance, which describes the effects of the child's disability on all affected areas of the child's academic and non-academic school performance.
• A statement of annual goals including short-term objectives. Annual goals must describe what the child is expected to accomplish in a 12-month period in the special education program. Short-term objectives should describe the steps required to achieve the goals. Goals and objectives are specific in all areas in which the child is receiving special education services.
• A statement of the specific special education and related services to be provided to the child and the extent to which the child will participate in regular education programs.
• The projected dates for the initiation of services.