Since 1965, Head Start has been committed to delivering services to children with disabilities and their families. Head Start and Early Head Start programs are required to make at least 10 percent of their enrollment opportunities available for children with disabilities. This includes accommodating children with significant disabilities when possible.

Meeting the needs of individual children, especially those with Individual Education Programs, requires regular contact among professionals and close communication with parents. Program staff work to involve families of children with disabilities in the big decisions for their children as well as the everyday experiences in the program.

Self-advocacy involves making informed decisions and taking responsibility for those decisions. For parents of children with disabilities, developing an awareness of learning styles, interests, and preferences can be a first step in self-advocacy skills. Program staff provide parents with information to help families help themselves through describing expectations, setting boundaries, and offering solutions.

EARLY HEAD START

Our Special Quest Team Vision

We believe that all children are a part of our whole community and we commit to ensuring that every infant or toddler with a disability and their family has access to high quality services which are responsive to their strengths, preferences, and priorities throughout our community.

The curriculum approach for children with disabilities is the same as for typically developing children with the following additional resources.

q       Special Quest: The Hilton/Early Head Start Training Program- Supporting Infants and Toddlers with Disabilities in Inclusive Settings

q       At Home and At Daycare (Ski-Hi Institute) - Resource for service providers of infants, toddlers and young children with special needs, and their families and childcare providers.

q       Developmental Playgroup Guide- Activities for children with special needs from birth to age three.

To ensure the most appropriate placement and services following participation in Early Head Start, transition planning must take place for each child and family at least six months prior to the child's third birthday. Moving a child with a disability from Early Head Start requires an exchange of information between the early intervention system to preschool special education services, as well as the transfer of IFSP to an IEP.

*Also see Early Childhood Education

HEAD START

Head Start supports the inclusion of children with disabilities in an integrated setting with children who are functioning within a typical range of development.  This inclusive experience is beneficial for all children and fosters confidence and postive self-esteem.

When children are identified as meeting the legal criteria for a disability, as established by the State of residence, staff work collaboratively with their Local Education Agency (LEA) to assist families in accessing services. Children with disabilities may be referred by other agencies or identified through participation in the Head Start program. Head Start classifications for impairments and disorders include the following.

q       Health Impairment

q       Emotional/Behavioral Disorder

q       Speech or Language Impairment

q       Hearing or Visual Impairment

q       Orthopedic Impairment

q       Mental Retardation

q       Learning Disability

The transition from preschool to kindergarten can be difficult for children with disabilities. Parent and teachers from both the receiving and sending programs need to be involved in placement, scheduling, and facilitating the transition process. Staff and parents work together to ensure a smooth transition and the continuity of high-quality services.

*Also see Early Childhood Education