Improving Systems, Practices and Outcomes

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Tools

Guidance

These resources from the ECTA Center are meant to assist programs and teams in understanding the IDEA Least Restrictive Environment (LRE) requirements and determining appropriate placements.

Key Preschool Principles and Practices

A NECTAC-convened workgroup of diverse stakeholders (researchers, higher education faculty, state policy makers, regional and local program administrators, family representatives, service providers, and technical assistance providers) engaged in a consensus process to articulate principles for the IEP Process that support family participation, inclusive practices and positive outcomes for preschool children with disabilities. They also developed a companion document on practices. A list of the workgroup participants is included in each of the documents. The WWW: Developing High-Quality, Functional IFSP Outcomes and IEP Goals Training Package (2012) incorporates these two resources:

Self-Assessment

  • PDF: State Early Childhood Inclusion Self-Assessment is adapted from the U.S. Department of Health and Human Services and the Department of Education's Policy Statement on Inclusion of Children with Disabilities in Early Childhood Programs. (2017)
  • PDF: Local District Preschool Inclusion Self-Assessment is adapted from the U.S. Department of Health and Human Services and the Department of Education's Policy Statement on Inclusion of Children with Disabilities in Early Childhood Programs. (2018)

Reporting Tools

This IDC educational environments resource is comprised of a suite of tools, with a technical guide updated with 2017-18 reporting clarifications for use in reporting Part B Educational Environments data for children ages 3-5 with disabilities as required for the OSEP Child Count and SPP/APR Indicator 6. States can use the tools as “stand-alone” materials or as a set.

  • IDEAs that Work: Office of Special Education Programs, U.S. Department of Education

The ECTA Center is a program of the FPG Child Development Institute of the University of North Carolina at Chapel Hill, funded through cooperative agreement number H326P170001 from the Office of Special Education Programs, U.S. Department of Education. Opinions expressed herein do not necessarily represent the Department of Education's position or policy.

Project Officer: Julia Martin Eile     © 2012-2019 ECTA Center

  • UNC Frank Porter Graham Child Development Institute