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ERIC Number: ED392227
Record Type: RIE
Publication Date: 1996-Feb
Pages: 35
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Assuring the Family's Role on the Early Intervention Team: Explaining Rights and Safeguards.
Hurth, Joicey L.; Goff, Paula E.
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)
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
Publication Type: Guides - Non-Classroom
Education Level: N/A
Audience: Practitioners
Language: English
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: National Early Childhood Technical Assistance System, Chapel Hill, NC.
Identifiers: Individuals with Disabilities Education Act Part H