EHS NRC - Information Resources - Children with Special Health Needs

Early Head Start National Resource Center at Zero to Three Home Page

Children with Special Health Needs

Children with Special Health Needs Selections from the National Center for Education in Maternal and Child Health Reference Collection

March 1997

This bibliography presents a selective overview of materials on the topic of early identification and intervention with children with special needs. The items listed may be obtained from the sources cited.

EARLY IDENTIFICATION AND INTERVENTION

American Academy of Pediatrics, Medical Home Program for Children with Special Needs. The medical home and early intervention: Linking services for children with special needs. Elk Grove Village, IL: American Academy of Pediatrics, 1995. 16 pp.

This handbook serves as a tool for pediatricians, health care professionals, families, and community members in incorporating the medical home concept into the design of coordinated community systems of health care. It discusses the medical home concept and the role of the Early Intervention Program for Infants and Toddlers With Disabilities in providing the statewide system for early intervention services. [Funded by the Maternal and Child Health Bureau]

American Nurses Association Consensus Committee. National standards of nursing practice for early intervention services = The wonderful world where everyone is different. Lexington, KY: College of Nursing, University of Kentucky, 1993. 36 pp.

Contact: National Maternal and Child Health Clearinghouse, 2070 Chain Bridge Road, Suite 450, Vienna, VA 22182-2536. Telephone: (703) 356-1964 / Fax (703) 821-2098 / Email nmchc@circsol.com. Available at no charge. Also available from Gwen Lee, Associate Professor and Director, Division of Parent-child Nursing, College of Nursing, University of Kentucky Chandler Medical Center, Lexington, KY 40536-2322. Telephone: (606) 323-6687. NMCHC inv.code H058.

This manual describes nursing's scope of practice with regard to early intervention and includes standards for nurses providing early intervention services. It provides an overview of Part H of the Individuals with Disabilities Education Act (IDEA) and reviews the relationship between nursing and Part H of IDEA. It covers the purpose and description of standards of nursing practice, guidelines for using the standards, standards of care, standards of professional performance, and specialty practice guidelines. A glossary, references and appendices are also included. The cover shows a drawing of the globe with the legend "The Wonderful World Where Everyone Is Different" inscribed around the perimeter.

Anderson, W., and Takemoto, C. Beginning with families: A parents' guide to early intervention. Fairfax, VA: Parent Educational Advocacy Training Center, 1992. 41 pp. Contact: Cherie Takemoto, Parent Educational Advocacy Training Center, 10340 Democracy Lane, Suite 206, Fairfax, VA 22030. Telephone: (703) 691-7826 / Fax (703) 691-8148 / Email peatcinc@aol.com. $5 plus $2 shipping and handling.

This guide provides information and direction for parents of infants and young children with disabilities. Early intervention services and suggestions for navigating through the requirements are included along with a glossary of terminology. Forms, records, and charts are provided along with contact telephone numbers for Parent Training and Information Centers in all the states plus Puerto Rico. In addition, there is a list of books and articles in the guide.

Berman, C., and Shaw, E. Family-directed child evaluation and assessment under IDEA: Lessons from families and programs. Chapel Hill, NC: National Early Childhood Technical Assistance System, 1995. 25 pp.

Contact: National Early Childhood Technical Assistance System, 137 East Franklin Street, Suite 500 NationsBank Plaza, Chapel Hill, NC 27599-8040. Telephone: (919) 962-2001 / TDD: (919) 966-4041 / Fax (919) 966-7463 / Email nectasta.nectas@mhs.unc.edu; Web site: http://www.nectas.unc.edu. Price unknown.

This report discusses practices which contribute to quality family-directed child evaluations and assessments for young children who have or are at risk for developing disabling conditions. It defines related terms, and discusses issues related to the family, the process, personnel preparation, and the service system. It includes recommendations for policymakers, references, and resources.

Brown, W., Thurman, S. K., and Pearl, L. F. Family-centered early intervention with infants and toddlers: Innovative cross-disciplinary approaches. Baltimore, MD: Paul H. Brookes Publishing Company, 1993. 340 pp.

Contact: Paul H. Brookes Publishing Company, P.O. Box 10624, Baltimore, MD 21285. Telephone: (800) 638-3775 / (410) 337-9580 / Fax (410) 337-8539. $37.00 plus shipping and handling.

This book provides a thorough explanation of Part H of the Individuals with Disabilities Education Act and insight into the evolution of recommended practices in early intervention. The books begins with a legislative review of the key elements of eligibility, assessment, and evaluation. The other chapters address the details of early intervention: service coordination, curricula, special intervention settings, tracking, training, and quality assurance.

Chandler, P. A. A place for me: Including children with special needs in early care and education settings. Washington, DC: National Association for the Education of Young Children, 1994. 85 pp.

Contact: National Association for the Education of Young Children, 1509 16th Street, N.W., Washington, DC 20036-1426. Telephone: (800) 424-2460 / (202) 232-8777 / Fax (202) 328-1846. Price unknown. ISBN 0-935989-59-5; NAEYC no. 237.

This book reviews ways that child care providers and early educators can integrate children with special health needs into their programs. It provides a general description of these children and explains why they are in the classroom; and it suggests ways for the teachers to examine and modify their past perceptions. The book reviews various procedures to ensure a safe physical environment, and it discusses ways of working with the children with special health needs and with the typical children. Information is provided relating to working with the parents of the children and with other agencies. Resource lists include organizations, suppliers of relevant publications, one bibliography for teachers, and second one listing materials appropriate for children.

Council for Exceptional Children, Division for Early Childhood; National Head Start Association, and Mid South Regional Resource Center. New opportunities for collaboration: A policy and implementation resource and training manual for the Head Start regulations for children with disabilities. Reston, VA: Council for Exceptional Children, 1994. ca. 150 pp.

Contact: Ginger W. Katz, Education Specialist, Council for Exceptional Children, 1920 Association Drive, Reston, VA 22091. Telephone: (703) 620-3660 / Fax (703) 264-9494. $17.25, nonmembers; $12.00, CEC members plus $2.50 shipping and handling. ISBN 0-86586-252-4; Stock no. D5053.

This manual provides state and local education agencies guidance in developing policies to ensure the application of the regulations in the Individuals with Disabilities Education Act (IDEA), Part B to Head Start programs. It includes various sections that can be used for training sessions; these include a section on questions and answers, a fact sheet, and masters for transparencies. It also includes a side-by-side comparison of the Head Start regulations, the IDEA regulations, and the Head Start guidance materials; it contains the text of the Head Start regulations and provides a resource directory.

Danaher, J. Preschool special education eligibility classifications and criteria. (Rev.). Chapel Hill, NC: National Early Childhood Technical Assistance System, 1995. 12 pp. (NEC*TAS notes; no. 6, rev.)

This paper discusses the identification of children, three through five years of age, in need of special education and related services. The disability categories currently included in the Individuals with Disabilities Education Act are displayed; and it includes tables that indicate the eligibility criteria state governments have developed for identifying these children.

Heekin, S., and Ward-Newton, J. Section 619 profile. (6th ed.). Chapel Hill, NC: National Early Childhood Technical Assistance System, 1995. 40 pp.

This document gives profiles of state services provided under Section 619 of Part B (the Preschool Grants Program) of the Individuals with Disabilities Education Act (IDEA).

Hunt, M., Cornelius, P., Leventhal, P., Miller, P., Murray, T., and Stoner, G. Into our lives: A guidebook to the IFSP process for families raising children with developmental disabilities. Tallmadge, OH: Family Network, ca. 1990. 44 pp.

Contact: Family Child Learning Center, 90 West Overdale Drive, Tallmadge, OH 44278. Telephone: (216) 633-2055 / Fax (216) 633-2658. Price unknown.

This publication is designed for parents of children with special health needs to help familiarize them with the Individualized Family Service Plan (IFSP). It is based on a program of family support and information called 'Building family strengths' that was developed by a group of mothers of children with disabilities and refined based on participation of parents in Ohio. This manual is designed to help prepare parents for full participation in the formulation of their child's IFSP. It discusses how to solve difficult problems using a specific decision-making model, how to improve communication skills, and how to identify coping strategies.

Hurth, J. L., and Goff, P. E. Assuring the family's role on the early intervention team: Explaining rights and safeguards. Chapel Hill, NC: National Early Childhood Technical Assistance System, 1996. 28 pp.

This booklet provides information on procedural safeguards of the early intervention system that are designed to protect the interests of both the families of young children with special needs and the service providers under the Individuals with Disabilities Education Act (IDEA), part H. Ways to explain procedures for complaint resolution and strategies for establishing opportunities for family input are presented. The booklet contains principles and examples of family-friendly language from materials submitted by early intervention programs across the country. The IDEA regulations on procedural safeguards are included.

Johnson, B. H., McGonigel, M. J., and Kaufman, R. K. (Eds.). Guidelines and recommended practices for the individualized family service plan. Bethesda, MD: Association for the Care of Children's Health, 1991. 192 pp.

Contact: Association for the Care of Children's Health, 7910 Woodmont Avenue, Suite 300, Bethesda, MD 20814. Telephone: (703) 654-6549. $21.00 non-members, $18.50 members. NMCHC inv. code C019.

This monograph presents an emerging consensus about best practices for comprehensive family-centered early intervention services. The major topics addressed include the philosophy and conceptual framework for the Individualized Family Service Plan (IFSP), including the necessary components of the IFSP as outlined in the Education of the Handicapped Act Amendments of 1986 (P.L. 99-457), the IFSP process, which begins with the first contacts between a family and early intervention services and continues through implementation and evaluation; building positive relationships between professionals and families; practices for identifying family strengths, needs, and resources; guidelines for developing IFSP outcomes, strategies, and activities; key concepts and procedures for implementing and evaluating the IFSP; a summary of the implication of the IFSP for state planners and policymakers, service providers, training programs, and families; and sample IFSPs, forms, procedures, and instruments. [Funded by the Maternal and Child Health Bureau]

Johnson-Martin, N. M., Jens, K. G., Attermeier, S. M., and Hacker, B. J. The Carolina curriculum for handicapped infants and toddlers with special needs. (2nd ed.). Baltimore, MD: Paul H. Brookes Publishing Company, 1991. 376 pp.

Contact: Paul H. Brookes Publishing Company, P.O. Box 10624, Baltimore, MD 21285. Telephone: (800) 638-3775 / (410) 337-9580 / Fax (410) 337-8539. $40.00.

This curriculum, written for early intervention personnel and other caregivers, offers practical assessment and intervention strategies for infants and toddlers with mild, moderate, severe, or multiple disabilities. The curriculum covers five major domains including cognition, communication, social adaptation, and fine motor and gross motor skills, and allows the user to create a program specifically tailored to the strengths and needs of each child. An assessment log for charting the child's progress is also included.

Meisels, S. J., and Fenichel, E. (Eds.). New visions for the developmental assessment of infants and young children. Washington, DC: Zero to Three/National Center for Infants, Toddlers and Families, 1996. 411 pp.

Contact: Zero to Three/National Center for Infants, Toddlers and Families, 734 15th Street, N.W., 10th Floor, Washington, DC 20005. Telephone: (800) 899-4301 / (202) 638-1144 / Fax (202) 638-0851. $35.00 plus $4.00 for shipping and handling.

This book presents a comprehensive approach to development assessment done in the context of a child's interactions with parents or caregivers, building on the child's strengths and capabilities. It describes principles of good assessment practices, parents' perspectives, contextual perspectives, new approaches to assessment, and policy perspectives.

Meisels, S. J., and Shonkoff, J. P. (Eds.). Handbook of early childhood intervention. New York, NY: Cambridge University Press, 1990. 760 pp.

Contact: Cambridge University Press, 40 West 20th Street, New York, NY 10011. Hardcover $59.50, paper $27.95.

This handbook integrates theory, research, and practical experiences in its examination of early childhood intervention. It covers concepts of developmental vulnerability, theoretical bases of early intervention, approaches to assessment, models of service delivery, research perspectives and findings, and policy issues and programmatic directions.

National Early Childhood Technical Assistance System. Helping our nation's infants and toddlers with disabilities and their families: A briefing paper on Part H of the Individuals with Disabilities Education Act (IDEA), 1986-1995. Chapel Hill, NC: National Early Childhood Technical Assistance System, 1995. 39 pp.

Contact: NEC*TAS Publications, National Early Childhood Technical Assistance System, 500 NationsBank Plaza, 137 East Franklin Street, Chapel Hill, NC 27514. Telephone: (919) 962-2001 / TDD: (919) 966-4041 / Fax (919) 966-7463 / Email nectasta.nectas@mhs.unc.edu; Web site: http://www.nectas.unc.edu. $5.00 includes shipping and handling; bulk discounts available. Also available electronically via: Early Childhood Bulletin Board on SpecialNet: FPGCENTER, or World Wide Web at the NEC*TAS Home Page, http://www.nectas.unc.edu.

This briefing paper addresses four questions regarding Part H of the Individuals with Disabilities Education Act: Why is early intervention significant? What is Part H? What have the states achieved to date? What are the future challenges? Background information is provided and a preliminary assessment is given of current progress in meeting the needs of the infants and toddlers and their families. The paper contains a section for each question; a list of references; and appendices that include U.S. Department of Education contacts, state and local Part H coordinators, and Part H lead organizations. It was prepared as a preliminary report for the Federal Interagency Coordinating Council.

National Information Center for Children and Youth with Disabilities. A parent's guide: Accessing programs for infants, toddlers, and preschoolers with disabilities. Washington, DC: National Information Center for Children and Youth with Disabilities, 1996. 20 pp.

Contact: National Information Center for Children and Youth with Disabilities, P.O. Box 1492, Washington, DC 20013. Telephone: (800) 695-0285. Available at no charge.

This brief guide for parents is presented in a question and answer format consisting of the most commonly asked questions about early intervention services for children ages birth through 2 years and special education and related services for children ages 3 through 5 years old. A glossary of terms and references for further information are provided.

Rab, V. Y., and Wood, K. I., with Taylor, J. Child care and the ADA: A handbook for inclusive programs. Baltimore, MD: Paul H. Brookes Publishing Company, 1995. 211 pp.

Contact: Paul H. Brookes Publishing Company, P.O. Box 10624, Baltimore, MD 21285. Telephone: (800) 638-3775 / (410) 337-9580 / Fax (410) 337-8539. $25.00; no shipping and handling charge if prepaid. ISBN 1-55766-185-5.

This book considers the impact of the following federal laws on the operations of child care centers: the Americans with Disabilities Act (ADA), Section 504, and the Individuals with Disabilities Education Act. In the first section of the book, the obligations, rights and responsibilities related to serving children with disabilities are considered in detail. The second section focuses on administrative issues that will address staff concerns and on implementing program and policy changes to assure an inclusive program. The final section considers situations teachers may encounter in the classroom and suggests appropriate solutions. The book includes a glossary and lists of resources and references.

Russell, F. F., Powell, J. A., Jones, J. O., Michael, B., Mills, B. C., Mitchell, A. W., Murphy, L., Perkins, D. J., Rike, R., Sawyer, J., Scott, E. A. G., and Todd, M. Early intervention for young children and their families affected by maternal substance abuse: Report of a five year project. Memphis, TN: Boling Center for Developmental Disabilities, University of Tennessee, Memphis, 1993. 73 pp.

Contact: Boling Center for Developmental Disabilities, University of Tennessee, Memphis, 711 Jefferson Avenue, Memphis, TN 38105. Price unknown.

This report describes the experiences of a project partially funded by the U.S. Administration for Developmental Disabilities from 1988 to 1993 that served families of infants and young children prenatally affected by maternal substance abuse. Components of the program included referral, assessment and intervention, care coordination, parent/caregiver training, and an interdisciplinary team approach. Sample forms are included.

Shonkoff, J. P., Hauser-Cram, P., Krauss, M. W., and Upshur, C. C. Development of infants with disabilities and their families. Chicago, IL: University of Chicago Press, 1992. 167 pp.

(Monographs of the Society for Research in Child Development; serial no. 230, v. 57, no. 6, 1992) Contact: University of Chicago Press, 5720 South Woodlawn, Chicago, IL 60637. $7.75.

This book describes an evaluation of early intervention services for 190 developmentally delayed infants and their families. The study identifies subgroups of resilient and vulnerable children and details correlates of successful adaptive behavior. Implications of the study's findings for social policy and developmental theory are discussed.

Urbano, M. T. Preschool children with special health needs. San Diego, CA: Singular Publishing Group, 1992. 230 pp.

Contact: Singular Publishing Group, 4284 41st Street, San Diego, CA 92105-1197. Telephone: (619) 521-8000. $34.95.

This book is a practical guide written for professionals working in preschool settings, and addresses the continuum from basic primary health care important for all children to the management of complex medical conditions. The major focus is on the process of early identification and practical management of special health care needs of preschoolers.

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