idea positions paper

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School

Grand Canyon University *

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Course

220

Subject

Sociology

Date

Feb 20, 2024

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docx

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Uploaded by KidRiver5938

Ashley Veralli 4/5/2023 ECS-220 Professor Tugwell 1

IDEA Positions Paper Once a child gets to school age or qualifies for preschool, the way into special education fall to the school system. The process can be overwhelming and confusing for parents when it comes to identifying a child who demands special needs services. The problem often arises when those children still need to fall under the school system's jurisdiction, whose ages are birth to age three. Studies have displayed inconsistencies in the early intervention services that can impact how educators start early intervention and where the obligations lie for the early intervention referral. How do we determine these children whose ages range from birth to three who are not yet in person with educational providers? Children under three are covered because of Part C of the Individuals with Disabilities Act and can qualify for early intervention. Part C of IDEA manages the evaluation and qualifications for early intervention, time with the child's family, and the vital transition into special education services given by the school system if the child still qualifies for it. Once a child allows for early intervention, they can get vital services such as speech therapy, occupational therapy, and physical therapy, as well as support for the family concerning the child's progress. The obligation most of the time falls on the child's pediatrician, and registration can vary from state to state due to variations in who manages and runs the early intervention programs (CDC, 2018). A study at Oregon State University displayed inconsistencies in younger children signing up for early intervention because of an agency that observed the program. One of the professors 2

stated that there is a big gap between the number of children with disabilities or delays and the number of children enrolled in early intervention services. It is linked in part to who is in control. The agency's administration is critical regarding how the funds are allocated, which training programs are sponsored, and the development of public awareness. A study displayed a substantial increase in enrollment in early intervention services when the lead agency was health- focused and a lower enrollment number when the agency was school-focused (Oregon State University, 2017). The issue is that children are less likely to come in person with school services until after three years old, and a lead agency that is more educationally concentrated is better for school- aged children. Children below three years old have more contact with their pediatrician, and this is where most of the responsibility falls. Pediatricians have a better chance to refer these children to specialized services in their most crucial time of growing. The consistency from state to state regarding who is in charge can lead to clarity for educators, medical professionals, and parents. Inconsistencies result in missed chances for young children and parents who would benefit from the counted support early intervention gives (Lipkin, 2015). These services reduce the likelihood of future special education services and can positively impact the quality of life these students have. Defining specific roles within the system permits administrators, educators, and medical professionals to be held responsible and lay out expectations for all connected. There is a moral responsibility to every child who could aid from these services to receive them. Pediatricians must be sufficiently educated and feel acquainted with special education services and the process for these children (Lipkin, 2015). Early educators must ensure that they can educate parents on warning signs of developmental delays and learning challenges. Enlisting children in these early intervention programs will start 3

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