Implementing Federal Policy for Young Children with Disabilities: How Are We DoingReport as inadecuate

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This report presents the findings of a study that investigated the scope and nature of early childhood service delivery systems in three states (Pennsylvania, North Carolina, and Colorado). The study followed 75 children with disabilities for 18 months and surveyed 170 service providers of infants and toddlers and 186 service providers of preschool children. Findings from the study indicate: (1) utilization of infant and toddler and preschool services is high, particularly in comparison to the utilization rates of other federal entitlement programs; (2) percentages of children served indicate that not all eligible children are being served; (3) the average amount of specialized intervention services provided to infants and toddlers is 1.7 hours a week, while preschool children receive an average of 18 hours if they are in segregated settings, and 11 hours if they are in inclusive settings; (4) most systems have failed to put together a sufficient array of services to address the diverse needs of both the child and the family; (5) a significant proportion of the services occur in inclusive settings; and (6) better service outcomes for children and their families occurred in the more comprehensive and coordinated service delivery models. (Contains 59 references and a list of publications.) (CR)

Descriptors: Delivery Systems, Disabilities, Early Intervention, Educational Policy, Family Involvement, Family Programs, Inclusive Schools, Infants, Participant Satisfaction, Preschool Education, Program Design, Program Effectiveness, Program Evaluation, Student Participation, Toddlers

Frank Porter Graham Child Development Center, CB# 8040, University of North Carolina, Chapel Hill, NC 27514-8040.

Author: Harbin, Gloria L.; McWilliam, R. A.; Shaw, Dave; Buka, Stephen L.; Sideris, John; Kochaek, Thomas T.; Gallagher, James J.; Tocci,


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