The ongoing procedures used by qualified personnel to identify the child's unique strengths and needs and the early intervention services appropriate to meet those needs throughout the period of the child’s eligibility and includes the assessment of the child and the assessment of the child’s family.
The assessment of the child must include:
- A review of the results of the evaluation, if conducted;
- Personal observations of the child; and
- The identification of the child’s needs in each of the developmental areas.
||Means a child has not reached fifty percent of the developmental milestones expected at his/her chronological age in one or more of the following areas of childhood development: physical, cognitive, language/communication, social/emotional, and adaptive self-help.
A child between birth and 36 months of age, who is developmentally delayed or who has an established condition that has a high probability of resulting in a developmental delay.
A. A child from birth to 36 months of age will be considered to exhibit developmental delay when that child has not reached 50 percent of the developmental milestones expected at his/her chronological age, in one or more of the following domains:
1. physical: fine and/or gross motor and sensory (includes vision and hearing);
4. social or emotional; or
5. adaptive (self-help).
B. Established conditions that have a high probability of developmental delay include, but are not limited to: chromosomal abnormalities; metabolic disorders; hydrocephalus; neural tube defects (e.g., spinal bifida); intraventricular hemorrhage, grade 3 or 4; periventricular leukomalacia; cerebral palsy; significant auditory impairment; significant visual impairment; failure to thrive; severe attachment disorders, sensory impairments, inborn errors of metabolism, disorders reflecting disturbance of the development of the nervous system, congenital infections, and disorders secondary to exposure to toxic substances, including fetal alcohol syndrome.
The state’s definition of “eligible child” does not include children who are at risk of having developmental delays if early intervention services are not provided.
||Diagnosis by a qualified physician or other qualified professional of a physical or mental condition that has a high probability of resulting in a developmental delay.
Procedures used in accordance with IDEA, Part C, to determine whether a child has a disability and the nature and extent of the early intervention services that the child needs. This Evaluation includes:
- Administering an evaluation instrument;
- Taking the child’s history (including interviewing the parent);
- Identifying the child’s level of functioning in each of the developmental areas (cognitive, physical, including vision and hearing, communication, social or emotional, and adaptive development;
- Gathering information from other sources such as family members, other caregivers, medical providers, social workers and educators, if necessary , to understand the full scope of the child’s unique strengths and needs;
- Reviewing medical, educational, or other records.
||The Individuals with Disabilities Education Act, a Federal law that guarantees certain educational rights for all people, including those with disabilities.
|IDEA, Part C
||The section of the Federal law that guarantees certain educational rights for children birth to three years and their families.
|Individualized Family Service Plan (IFSP)
||A written plan for providing early intervention services to an infant or toddler with a disability and the child’s family that (a) is based on the evaluation and assessment; (b) includes parental consent; 9c) is implemented as soon as possible once parent consents for early intervention services in the IFSP is obtained; and (d) is developed in accordance with IDEA Part C.
|Informed Clinical Opinion
||The process used by early intervention professionals in the evaluation process in order to make a recommendation as to initial and continuing eligibility for services in AzEIP and in assessment as a basis for planning services to support the child and family. Informed clinical opinion relies on the professionals’ developmental expertise in the meaningful synthesis and interpretation of qualitative and quantitative information to assist in forming a determination regarding difficult-to-measure aspects of current developmental status and the potential need for early intervention.
|Initial Planning Process (IPP)
||The events and activities beginning with referral to AzEIP and include the referral, screening, evaluation, eligibility determination, and, if AzEIP eligible, assessment, identification of family priorities, resources, and interest, and the development of the IFSP. The initial planning process is a seamless experience for families accomplished through relationships with the minimal number of individuals accessing a breadth of expertise. The initial planning process and practices lay the foundation for developing the collaborative relationship between the family and AzEIP, through giving and gathering information to facilitate appropriate next steps.
||Settings that are natural or normal for a same-aged child without a disability, and may include home or community settings, such as the park, restaurant, or child care provider.
||Outcomes that make the day to day life for both the child and family easier, while also promoting the child’s development, engagement, independence, and social relationships. They are identified by the family as a priority, with the support of the IFSP team. These outcomes reflect the discussions of the team about the child’s participation within and across the family, community, and early childhood contexts that are part of the family’s everyday life. The focus of those discussions should be to determine the child’s interests, the family’s interests, and the various activity settings in which the family already participates or is interested.
|AzEIP Participating Agency
||The 5 State agencies, which are part of the AzEIP system: Arizona Department of Health Services, Department of Economic Security, Arizona State Schools for the Deaf and the Blind, Arizona Department of Education, Arizona Healthcare Cost Containment System).
|AzEIP Service providing Agencies
||The State agencies that provide early intervention services to children and their families: ASDB, DES/DDD, and DES/AzEIP.
|Procedural Safeguard/Family Rights
||The rights for a parent referred to AzEIP as provided under IDEA, Part C, which include informal processes and formal processes.
||Assists the family of eligible child by coordinating all supports and services across agency lines and serves as a single point of contact for the family.
|Early Intervention Provider
||The person who works with you and your child (such as service coordinator, developmental special instructionist, and therapist).
||Planning and preparation for the move from AzEIP.