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1. Allows flexibility to make Part C services available to children from age 3 until eligible to enter kindergarten or elementary school.
A statewide system described in Section 633 may include a state policy, developed and implemented jointly by the lead agency and the state education agency (SEA), under which parents of children with disabilities who are eligible for services under Section 619, and previously received services under Part C, may choose the continuation of early intervention services (which shall include an educational component that promotes school readiness and incorporates preliteracy, language and numeracy skills) for such children under Part C until such children enter, or are eligible under state law to enter, kindergarten. [635(c)(1)]

Dialogue Starter - Cross-stakeholder

Reaction Questions

  1. Why do you think IDEA was changed to offer SEAs the option to extend Part C services to families and children until the child is eligible for Kindergarten?

  2. What might be the implications for families if they choose to continue receiving Part C services in lieu of transitioning to Part B (e.g., FAPE)?

  3. For families choosing to continue Part C services, how might their services differ from the services children receive under Part B ?

  4. How might a state’s decision to participate in the Part C flexibility option impact state monitoring mechanisms for child and family outcomes?

  5. How might the role of the Inter-agency Coordinating Council impact a state’s decision in pursuing the flexible Part C option?

Application Questions

  1. What training or additional preparation will teachers and related service providers need to effectively serve children and families who continue with Part C services?

  2. What types of family resources, community resources, and service providers might be helpful in meeting the expanded school readiness components that would be required under Part C?

  3. What knowledge and skills will program administrators need to effectively provide services under Part C?

  4. What type of analysis might be required to determine the cost differential of providing services under Part C and Part B?

  5. How might a state compare child and family outcomes of those remaining in Part C compared to those children and families who transition to Part B, especially with respect to school readiness skills for children as they enter Kindergarten?

  6. What type of program components might be necessary to ensure continued family involvement for children ages 3 and 4 who remain in Part C?

  7. What type of quality indicators might be used to demonstrate program effectiveness in school readiness skills?

    These questions were developed by the following stakeholders working together:

    Role: National Health Organization
    Location: Ohio
    Role: Related Services Provider
    Location: Ohio
    Role: Researcher
    Location: Kentucky
    Role: National TA Provider
    Location: North Carolina
    Role: Early Childhood Provider
    Location: Kansas