Frequently Asked Questions

From a parents point of view, what are most important qualities and skills for early intervention professionals to have?
What are the Top Ten resources available through Early On Training & Technical Assistance?
Where can I learn more about Part C of IDEA (Early On) law?

1. From a parents point of view, what are most important qualities and skills for early intervention professionals to have?

What providers and teachers did that was helpful to me as a parent of an infant or toddler with special needs.

Compiled by the Early On^® Center for Higher Education

They came into my home knowing that I was probably nervous, especially in the beginning. They seemed to know that it wasn’t easy for me to think that my child had special needs and might need such a program as Early On^®. They went slow and were very understanding about my feelings. They were caring and friendly and offered emotional support.

They let me know about many kinds of interventions, tools, supports, and things that I could learn and do as a parent. They connected me to support groups and other parents. They let me know that I could get through this early phase….that I was not alone.

They saw our child in a positive light. They talked about what she could do, what she liked to do….they saw her as a child, not as a label. They reminded us that even if she wasn’t meeting all the “developmental milestones” set forth in the parenting magazines and books, that our child was unique and wonderful. They encouraged us to celebrate my daughter’s accomplishments. Even the smallest eye contact or smile got a “hurrah” from our providers.

They always wanted my opinion in everything that was discussed. They were patient and supported me in sharing my ideas and questions.

They tried to work around our family’s schedule for meetings and visits.

They worked together as a team, and if they thought we needed additional help they talked with the other team members. They also reinforced what the other providers would suggest to me.

They reminded us that “therapy” wasn’t everything. They encouraged us to go the playground, swing on swings, blow bubbles, eat dinner together as a family, AND be in the real world with our child.

They encourage me to be his mom, not his therapist, to have fun with him; to use toys, not for the therapeutic purpose, but just to play!

They let us know about our rights and how to learn more about our choices and options.

They shared their ideas with us with respect, even if they thought differently from what we wanted or believed was best for our child.

They didn’t overwhelm us with too many demands.

They seemed interested in learning about our family. They recognized that our child was not the only person in our family and we had a lot to do.

They helped us know what we wanted for our child in our family, home, and community. They listened to our vision for our child. They too share their own vision. They did not use the label to limit what might be possible for our child.

They listened.

Thank you to the many parents who contributed their thoughts and ideas to this list, especially Beth Kohler, Cindy Perttunen, and Julie Imhoff.

We welcome your comments and suggestions. This list will be posted on our website for faculty and students, and anyone interested in effective ways to support families. We hope the list of ideas will grow with your input. Thank you.

What providers and teachers did that was helpful to me as a parent of an infant or toddler with special needs.

Compiled by the Early On^® Center for Higher Education... More[+]

2. What are the Top Ten resources available through Early On Training & Technical Assistance?

3. Where can I learn more about Part C of IDEA (Early On) law?

Congress established Part C of IDEA (Individuals with Disabilities Education Act) in 1986 in recognition of "an urgent and substantial need" to:

enhance the development of infants and toddlers with disabilities;

reduce educational costs by minimizing the need for special education through early intervention;

minimize the likelihood of institutionalization, and maximize independent living; and,

enhance the capacity of families to meet their child's needs.

Part C of IDEA (called Early On^® in Michigan) is a federal grant program that assists states in operating a comprehensive statewide program of early intervention services for infants and toddlers with disabilities, birth through age 2 years, and their families. The current Part C of IDEA http://nectac.org/idea/303regs.asp, reauthorized in 2004, contains many requirements states have to meet, including specifying the minimum components http://nectac.org/idea/303regs.asp#SubD of a comprehensive statewide early intervention system.

Michigan’s Early On State Plan is submitted to the Federal Office of Special Education Programs (OSEP) to inform OSEP of how Michigan will carry out the requirements of IDEA Part C. The Early On State Plan for Part C http://eotta.ccresa.org/PDF/StatePlanjuly04.pdf contains assurances, general application requirements, and requirements related to IDEA Part C minimum components for a statewide system.

Early On informs families, referred for early intervention services, about what they can expect while their child is eligible for Early On services/support. “Welcome to Early On” http://cenmi.org/eo_orderform/eoguidebook1.pdf is Michigan’s guidebook targeted for families.

Michigan’s lead agency for Part C Early On, the Michigan Department of Education, has issued Reference Bulletins http://eotta.ccresa.org/Resources.php?ID=11 further highlighting and clarifying portions of the rules/regulations. These bulletins include information relative to referrals, comprehensive evaluations, natural environments, procedural safeguards, timely services, and transition.

Congress established Part C of IDEA (Individuals with Disabilities Education Act) in 1986 in recognition of "an urgent and substantial need" to:

enhance the develo ... More[+]

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