September 24, 2024 PennAEYC Handouts Provides Infant/Toddler Early Intervention Information The Pennsylvania Association for the Education of Young Children (PennAEYC) has released a new, one-page handout that provides information on infant and toddler early intervention. Learn More The resource is intended for early care and education providers as well as the families they serve. It provides information about the Infant and Toddler Early Intervention program, which serves children who have or are at risk of developmental delays. The handout provides information on: Eligibility criteria and the enrollment process Available services and how they can support child development Contact information for referrals and questions The handout is aimed at helping families to determine whether the Infant and Toddler Early Intervention program is a good fit for their child. It can be found on PennAEYC’s website. Any questions about the handout should be emailed to Meg Eirkson, public policy and advocacy associate, at meirkson@pennaeyc.org.
September 16, 2024 Webinar: Writing High-Quality IFSP Outcomes and IEP Goals This Pennsylvania Training and Technical Assistance Network training is holding a webinar that provides a comprehensive review of the seven prioritized aspects of high-quality IFSP outcomes and IEP goals essential for Early Intervention. Learn More During Writing High-Quality IFSP Outcomes and IEF Goals, participants will review federal and state regulations and EI announcements that guide the writing process and the purpose of creating high-quality outcomes and goals in Early Intervention. The training will teach participants to use the seven key aspects of high-quality outcome and goal statements to enhance their writing. Additionally, participants will have the opportunity to examine and analyze sample statements and practice writing high-quality IFSP outcomes and IEP goals. Participants will: Discuss federal and state regulations and Pennsylvania EI announcements that guide the writing process for IFSP outcomes and IEP goal statements Identify the seven prioritized aspects of high-quality IFSP outcomes and IEP goals Discuss sample IFSP outcomes and IEP goal statements and rate them according to the seven prioritized aspects of high-quality statements Practice writing high-quality IFSP outcomes and IEP goals The webinar will run from 8:30 a.m. to 10 a.m. on Tuesday, Oct. 1. Registration is now open.
July 10, 2024 Allegheny County Parents and Family Members Invited to Take Early Intervention Survey Parents and family members of children in Allegheny County are invited to participate in a survey regarding their experience with early intervention services in the county. Learn More The survey is intended for parents and family members whose children are currently receiving early intervention services or have received them in the past nine years. Participants will be asked about their experience with the early intervention process, which services their children received, and information about the participant’s family. Research from the survey, which takes about 10 to 15 minutes, will be used to learn about gaps within Allegheny County’s early intervention systems and services. Those who participate will have the opportunity to enter a raffle for a chance to win a $200 gift card. The survey is currently available online in English and Spanish. The deadline to participate in the survey has been extended to Aug. 19. Contact hbccprojects@erikson.edu with any questions.
May 9, 2024 Webinar on Infant/Toddler Early Intervention The Pennsylvania Association for the Education of Young Children will host a webinar on how to strengthen and grow access to the Early Intervention program for infants and toddlers in Pennsylvania. Learn More The “Early Intervention Part C and Child Care Providers” webinar will focus on: An overview of the Early Intervention Part C (infants/toddlers) program in Pennsylvania The Thriving Together Campaign’s new focus on Early Intervention Part C and the state’s policy and advocacy work plan How Early Intervention and the campaign relate to child care providers Speakers will include: Jen DeBell, PennAEYC’s executive director Meghan Eirkson, PennAEYC’s public policy and advocacy associate Michell Harkins, the executive director of Early Connections, Inc. More Details One free professional development credit is available for those who attend. Participants should provide their registry ID number when they register. Registration is now open for this Zoom webinar. The webinar will run from noon to 1 p.m. on Monday, May 20.
March 27, 2024 Review and Comment Period Open for Individuals with Disabilities Education Act The Office of Child Development and Early Learning (OCDEL) is inviting families, early childhood educators, Early Intervention and child care providers, and other professionals to review and make comments on the proposed 2024 application for Part C of the Individuals with Disabilities Education Act (IDEA). The review and comment period opens Monday, April 1 and closes on Wednesday, May 15. About IDEA, Part C and the Application The Individuals with Disabilities Education Act is a federal grant program that assists states in providing early intervention and school-aged services to children with special needs. Part C of IDEA – also known as the Infant Toddler Early Intervention Program – provides early intervention services for children from birth through 36 months. Through the application, children with special needs due to developmental delays and disabilities are eligible to receive free early intervention services. Early intervention services can include family training, counseling, and home visits as well as occupational, physical, or speech therapy. Other services include hearing loss services; health, nutrition, and social work; assistance with service coordination; assistive technology devices and services; and transportation. Services – which are based upon the individual needs and strengths of each child and the child’s family – may be provided in the child’s home, child care center, nursery school, play group, Head Start program, early childhood special education classroom, or other familiar settings. Review and Comment Period Anyone who would like to review the proposed grant application can find the document at Early Intervention Services or Early Intervention (pa.gov) on the right side menu of the web pages. Hard copies can also be requested by emailing ra-ocdintervention@pa.gov or by calling 717-346-9320. Opportunities to provide public comment include: Visiting Part C Grant Public Comment. The link will allow for online comments when the review and comment period commences on April 1. Submitting written comments regarding the proposed grant application to: Office of Child Development and Early Learning, Bureau of Early Intervention Services and Family Supports ATTN: Public Comments for Part C Grant Application 607 South Drive, 4th Floor Rotunda Harrisburg, PA 17120 Emailing written comments to ra-ocdintervention@pa.gov. Attending the public comment session to be held April 15 from 1 p.m. – 2 p.m. on Zoom. Session details: https://paiu.zoom.us/j/92055597686 (877) 369-0926 (U.S. toll free) Meeting ID: 920 5559 7686 Those who need accommodation or assistance to review the proposed grant application or to submit comments should contact ra-ocdintervention@pa.gov or call 717-346-9320. Comments will be accepted through Wednesday, May 15. Learn More The Department of Education will review and consider all comments before submitting the final grant application. To learn more about the review and comment period, visit the Pennsylvania Key website. Sources The above information was compiled from the U.S. Department of Education, Centers for Disease Control and Prevention, Early Childhood Technical Assistance Center, Pennsylvania Department of Education, and Pennsylvania Key websites.
September 19, 2023 Poll Reveals Increases in Child Communication Disorders and Need for Early Intervention Services A national poll of audiologists and speech-language pathologists recently revealed an increase in child medical referrals for parental concerns about hearing, speech, and language delays or disorders. Conducted by the American Speech-Language-Hearing Association (ASHA), the survey investigated early detection, early warning signs, and caregiver knowledge and awareness of communication disorders, and demonstrated a need for early intervention education and services. About the Survey ASHA conducted this survey in February and March of 2023, sending an email invitation to 5,460 ASHA-certified audiologists and 5,534 ASHA-certified speech-language pathologists in the U.S. who are employed as clinical service providers and regularly serve at least one of the following age groups: six months or younger, seven months to two years of age, and three to five years of age The invitation included a link to the survey, which 858 recipients completed. Demographically: 43% of respondents work in schools. 29% work in nonresidential health care facilities. 21% work in hospitals. 79% regularly serve age groups three to five years. 54% regularly serve age groups seven months to two years. 32% regularly serve age groups six months or less. Key Findings Pandemic-Related Trends Backlogs of children who weren’t referred to audiologists and speech-language pathologists during stay-at-home periods, or whose families waited to seek help due to concerns about coronavirus exposure, were a major factor in the increase of referrals. Three-quarters (75%) of audiologists and 62% of speech-language pathologists reported such backlogs. Post-pandemic: 34% of audiologists reported seeing more children with a delayed diagnosis of hearing loss; 36% of audiologists reported seeing more children with untreated ear infections that could interfere with communication development; 84% of speech-language pathologists reported seeing more children with emotional or behavioral difficulties; 79% of speech-language pathologists reported seeing more children with delayed language or diagnosed language disorders, and 78% reported seeing more children with social communication difficulties than before the pandemic. When it comes to factors contributing to increases in referrals beyond backlogs, audiologists and speech-language pathologists point to: limited opportunities for social interaction and play with peers (59%); limited formal pre-K and daycare or interaction with outside adults (57%) such as child care providers, preschool teachers, and extended family; and young children (51%) spending more time using screens and technology such as tablets and smartphones compared with pre-pandemic years. Caregiver Awareness and Need for Early Intervention Services Positive Trends 67% of audiologists and speech-language pathologists said parental awareness of the early warning signs of communication disorders has improved during the past decade. A majority (71%) said that most families with young children are at least “somewhat” aware of the importance of early detection of speech, language, and hearing difficulties when families first see them. Negative Trends Lack of awareness of the early signs of disorders remains the leading factor hindering parents and caregivers from taking action on communication disorders in young children. Less than one quarter (21%) of audiologists said that most parents know the early warning signs of hearing disorders. Only 28% of speech-language pathologists said that most parents know the early warning signs of speech-language disorders. About 40% of audiologists indicated that, on average, symptoms of hearing loss in young children go unrecognized by parents/caregivers for 6 months to 1 year. Similarly, about 41% of speech-language pathologists indicated that, on average, symptoms of a speech-language delay or disorder in young children go unrecognized by parents/caregivers for 1–2 years. Nearly half (48%) of audiologists indicated that, on average, parents/caregivers wait 6 months to 1 year after observing symptoms of hearing loss in their children before acting. Accordingly, 48% of speech-language pathologists indicated that, on average, parents/caregivers wait 6 months to 1 year after observing symptoms of a speech-language delay or disorder to get help. ASHA Recommendations for Families Learn the signs of communication disorders. Connect with early intervention or a private clinician if you have concerns. Find contacts by state at this link: https://www.cdc.gov/ncbddd/actearly/parents/states.html. Access a searchable database of private providers at www.asha.org/profind. Additionally, focus on daily interactions with your child. Learn More Visit www.IdentifytheSigns.org to learn more about communication disorders. To find additional information, visit the ASHA website. Source Information for this post was taken directly from the ASHA “Identify the Signs Campaign Survey Results” and ASHA Press Release. Some text may have been added, paraphrased, or adapted for readability and comprehension. Related Content & Resources Developmentally Appropriate Parenting Series: Early Intervention (EI) Family Guide for Early Intervention and Inclusion in Allegheny County Family Guide for Navigating Early Intervention Services Tracking Your Child’s Developmental Milestones When Should a Parent Consider Early Intervention for Their Child? Early Intervention FAQ About the Alliance for Infants and Toddlers
June 21, 2023 Application Period for Early Intervention Leadership Development Program Now Open Parent to Parent of Pennsylvania is now accepting applications for their 2023-2024 Competence and Confidence Partners in Policymaking Early Intervention (C2P2 EI) Cohort. All applicants must submit their applications by 5 p.m. on Friday, August 11, though the program will begin at the end of September 2023 and run through May 2024. About C2Pc EI C2P2 EI is a free leadership development opportunity for families of children who are currently receiving early intervention infant, toddler, or preschool services. It supports successful applicants in attending four, two-day, in-person sessions, and four virtual sessions (eight sessions total) which give them knowledge and skills to advocate for EI. Throughout the sessions, participants will: learn about the infant/toddler and preschool early intervention system. connect with other families. build skills to advocate for their family and others. Consequently, applicants must commit to participating in all eight sessions. The in-person sessions will be held at the DoubleTree Conference Center in Lancaster, Pennsylvania. However, expenses, including lodging costs, mileage, and childcare reimbursement, will be provided to participants. Eligibility Eligible applicants must: have a child between birth to age five who is currently receiving Pennsylvania infant/toddler or preschool EI services. have a desire to explicitly advocate for themselves and others. commit to participation in all eight sessions. Apply Interested individuals should apply using the online C2P2 EI 2023-2024 Application Form. Applications are due by 5 p.m. on Friday, August 11. Accordingly, Parent to Parent of Pennsylvania will notify applicants of their acceptance by September 1. Learn More This program is funded by the Office of Child Development and Early Learning (OCDEL) and Bureau of Early Intervention and Family Supports, with support from Temple Institute on Disabilities. To learn more, view the flyer or visit the Pennsylvania’s Promise for Children website. Please direct any questions to Sarah Holland at sholland@parenttoparent.org.
May 3, 2023 Inclusion Series: Partnering with Families to Support Inclusion Sharing developmental concerns with families can be challenging, but there are strategies that program staff can use to support families to learn about and act on these concerns. Join the Office of Head Start and its National Center on Early Childhood Development, Teaching, and Learning (NCECDTL) for this webinar exploring how program staff can engage families in ongoing conversations about their child’s development that are responsive to family concerns and priorities. Attendees will hear from families about their questions, concerns, and priorities when a concern was first raised about their child’s development. Session Details Tuesday, May 23 | 3 – 4 p.m. Virtual Register Learn More This webinar is offered with English and Spanish captioning. To learn more, visit the NCECDTL website.
September 20, 2022 State Interagency Coordinating Council Family Meet & Greet Families of children receiving Early Intervention (EI) Services are invited to attend the upcoming State Interagency Coordinating Council (SICC) Family Meet & Greet. Learn More The State Interagency Coordinating Council (SICC) is a Governor appointed council that ensures integrated Early Intervention (EI) programs and services. Families of children who receive EI services can participate in this virtual event to meet one another, network, and share resources with each other. This event will take place on Thursday, October 6 from 11:30 a.m. until 12:15 p.m. The SICC Meeting will immediately follow. Participation in this following meeting is optional, but welcome. Families must register for this event and can direct any questions to Sadia Batool at c-sabatool@pa.gov.
October 13, 2021 Exploring the “Development is a Journey Conversation Roadmap” Are you interested in learning more about early identification and intervention to promote a child’s optimal development? Join Brazelton Touchpoints Center for an upcoming workshop to explore the “Development is a Journey Conversation Roadmap” framework. Registration is available online. More Information The Brazelton Touchpoints Center has developed a new tool to help family-facing providers have collaborative and productive conversations with families about developmental screening results. The Development is a Journey Conversation Roadmap facilitates these conversations with seven simple steps to enhance the provider-parent partnership and engage parents and other caregivers in planning for their child’s developmental needs. This 3-hour, interactive workshop introduces participants to the Roadmap and its focus on honoring families’ knowledge of their child. Participants will explore why providers and families sometimes have differences of opinion about children and screenings. Participants will practice strengths-based ways to invite all perspectives into the conversation and move ahead with equitable shared decision-making. In this workshop, participants will: Explore the seven steps in the Roadmap tool Learn strategies to engage parents and families in the developmental screening process Practice having conversations about developmental screening results that honor families’ perspectives, cultures, and values Learn strategies to elicit parents’ observations of their children’s strengths, as well as their concerns about their children’s behavior and development Practice sharing their own observations of children’s behavior with parents Practice next steps when a developmental screener yields reason for concern
