Frequently Asked Questions about
Early Intervention Services
What is early intervention?
Early Intervention Services are for families and children birth to three who have delayed development. Services may include, but are not limited to the following: special instruction, therapy, service coordination, parenting and family support. Early intervention services are funded by Part C of IDEA and administered through the Community Centered Board in each county.
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Who provides early intervention services?
Denver Options provides services to children, birth to age three, living in Denver County, who have a delay or disability.
Contact Denver Options 303-BIRTH 2 3 (303-247-8423)
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What is child development?
Child development refers to a process all children go through of learning new skills. This includes mastering skills like sitting, walking, talking, and playing with others.
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What are developmental milestones?
Skill development occurs during predictable time periods, these time periods are called developmental milestones.
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What is a developmental delay?
A developmental delay occurs when a child has not learned skills by the expected period of time.
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What are the five areas of development?
- Cognitive Development
This is the child's ability to learn and solve problems.
- Fine Motor Development
This is the child's ability to use their fingers and hands to pick up small objects, turn pages in a book, hold a spoon or use a crayon to draw.
- Gross Motor Skill Development
This is the child's ability to use large muscles to move, sit, stand, walk and run.
- Speech/Language Development
This is the child's ability to both use and understand language.
- Social/Emotional Development
This is the child's ability to interact with other children and adults, including self control and self-help skills.
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Does a delay in one area affect other areas?
Delays can occur in one area or all five areas of development. If there is a delay in one area, it is likely there will be delays in other areas as well.
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What if my child does not meet a developmental milestone?
Every child is unique and develops differently. A child may learn skills a little earlier or later than her or his peers. Behaviors often indicate that a child has reached a dead end in development. If your child is very frustrated (frequent, prolonged tantrums or crying) or if your child is unusually withdrawn (isolates, does not explore toys or his/her environment), it is an indication that a developmental screening would be beneficial. See First Signs of a Possible Delay.
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Will my child outgrow the problem?
Possibly, but at what cost to both you and your child? Birth to three is a critical window for learning and the sooner a problem is identified, the farther a child will go in learning new skills. Children who don't receive early intervention often will develop learning problems, reading problems and emotional problems when they enter school.
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How is a developmental delay identified?
- Developmental Screening
A developmental screening is a quick and general measurement of skills. The purpose of
a screening is to identify children who are in need of further evaluation. Information
from the parent is a key component of screening.
- Developmental Assessment
A developmental assessment is an in-depth evaluation of a child's strengths, skills
and needs. An assessment is provided by trained professionals and is offered at no
cost to families. The results of the assessment are used to determine if a child
could benefit from early intervention services.
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Where do I go to request an assessment for my child?
Call Denver Options: 303-BIRTH 2 3 (303-247-8423) or complete a
request form for someone to contact you.
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What kinds of EI Services does Denver Options provide?
- Infant-Toddler Groups
Parents and toddlers learn together with support from early intervention therapists
and educators
- Individual Therapy/Consultation
Help for speech, sensory issues, and motor skills. Services can be offered in
the home or child care setting. (Speech, occupational and physical therapies)
- Early Childhood Education
Education tailored to the child's specific strengths and needs
- Monitor the Child's Progress
Early Intervention Specialists monitor the child's development to make sure the
child is on track, and offer parent's information, support and activities for learning.
- Specialized Services
Programs for children with Autism
Programs for children with sensory needs
Sign language and auditory training
Services to children with visual impairments
Feeding clinic/nutrition services
Behavior education and support
Lending library of adaptive toys
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How do I connect with these services?
Every family is assigned a Service Coordinator who will assist with the assessment, develop a plan of service (IFSP), and connect you with therapy and education services.
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Do I have a choice about who works with my child?
Absolutely! There is a wide variety of services available. Families choose what services will best meet their child's needs. The Service Coordinator will educate and connect parents to resources and services that are specifically tailored to the individual needs of the child and family.
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What do services cost?
Early intervention services are provided at NO COST to families regardless of income.
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Will my insurance be affected if my family receives these services?
No. The service coordinator will work with you to determine the best way to fund early intervention services. It does not matter if you don't have any insurance or if you have private insurance or Medicaid.
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What is IDEA?
The Individuals with Disabilities Education Act (IDEA) is a federal law that entitles children with delays and disabilities (and their families) to certain supports, services and rights.
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What is Part C?
Part C: Family Centered Model (Birth through Age 2)
Implemented by the Community Centered Board: Denver Options
Under Part C of IDEA, early intervention services are required to be driven by the needs of the child and the family and are intentionally family centered. The needs and desires of the family determine what services should be delivered and what resources should be provided.
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What is an IFSP?
The Individualized Family Service Plan (IFSP) is a plan of services based on your child's strengths and needs as well as your concerns and priorities. You will have an active role along with your service coordinator in developing your plan. Your service coordinator will gladly answer questions about services so you can make informed choices about what services will work best for your child and family.
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What if I want to make changes to the IFSP?
The IFSP is an ongoing process and should be reviewed at least every six months and revised whenever necessary. If changes are needed, contact your Service Coordinator. The IFSP cannot be changed without your consent.
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What are my rights under Part C of IDEA?
- Informed Consent
You must give your permission in writing before anyone evaluates or provides services
for your child. You should be provided with information to make informed decisions
about services and supports.
- Information in your Native Language
All spoken or written information must be given to you in the language you use to
communicate.
- Free Evaluation
A team of qualified professionals will help you look at your child's development
and determine if your child is eligible for early intervention services.
- IFSP (Individualized Family Service Plan)
A planning team including you, other family members, your service coordinator
and professionals from the evaluation team will develop a plan to identify the
most important supports and services your child and family need right now.
The IFSP should be reviewed every six months.
- Service Coordination
A service coordinator will be assigned to assist you soon after you make your
first request for an evaluation. The coordinator will help you with the
assessment process and answer your questions and concerns. The service coordinator
will help you connect to services and supports and monitor your child's
developmental progress.
- Service Provision in Natural Environments
Services should be provided during your daily routines and activities in places
you are throughout your day. (Examples: Home, Child Care Setting, etc.)
- Transition Planning
Your Service Coordinator will help you plan for a smooth transition into supports
and services when your child turns three. This planning should begin 9-12 months
before your child's 3rd birthday. Your local school district should let you know
whether your child will qualify for special education services at least three
months before your child turns three.
- Timeliness of Services
An evaluation and IFSP must be completed within 45 days of your first contact
regarding the concerns you have about your child. Services should begin right
away after the IFSP is written.
- Right to Decline Services
If you do not want a specific service offered by the IFSP team, you may decline
that service. This does not prevent you from deciding at a later time to accept
that service.
- Access to Records
You have the right to review and have copies of any records that are kept about your child.
- Confidentiality
All information about you or your child must be kept private. You must give
permission for information to be shared with another agency.
- Written Prior Notice
You have the right to prior written notice regarding changes in your child's
plan of services or before an evaluation is completed. You have the right to
prior notice of a meeting to initiate or change your child's IFSP.
- Dispute Resolution
Any time you disagree with the services offered, discuss concerns with your
Service Coordinator. You have the right to request mediation, file a complaint,
or request due process proceedings. Contact the
Division for Developmental Disabilities
to make a request at: (303) 866-7450
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What happens when Part C funds end at age three?
Early intervention funding (Part C) is specifically allocated to fund supports and services for children ages birth to three years. Part B funds are allocated to children ages 3 to 21 who meet the eligibility criteria for education services provided by Denver Public Schools.
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What is Part B?
Part B: Educational Model (3 through 21 years)
Implemented by the school district: Denver Public Schools
Under Part B of IDEA, services provided by the school district are defined in the statute and are dependent upon the educational needs of the child.
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What is an IEP?
An Individualized Education Plan (IEP) is a plan that identifies a child's disabilities, educational needs, and annual goals and objectives. Children, ages 3 to 21, will have an IEP if they require specialized services or special education. The unique needs of the child determine what specific programs and services are required.
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Who participates in my child's IEP?
Your service coordinator, your early intervention team and representatives from the
public schools will develop a transition plan, to include a schedule for testing,
and work with you to write the IEP. The IEP is a legal document and should not be
signed if you do not understand it or are not sure you agree with it.
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What is Denver Options' Family Support Services?
Family Support Services
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Can we continue to apply for Family Support after our child is three?
If your child is eligible for educational services through Denver Public Schools,
you may continue to submit an application to the Family Support Program. You will
be required to submit information when your child turns five that documents a
cognitive disability to receive disability services at age six.
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Who will be my service coordinator when my child is three?
In Part B, there is no requirement for a child and family to have a service coordinator.
Frequently the child's therapist or teacher will partner with the family to provide
support and offer assistance. If families are receiving Family Support Services from
Denver Options, service coordination will be provided to assist you in accessing
resources and supports.
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Where can I go to connect with other parents?
Parents often say they learn the most by talking with other parents. There are many support groups available and great resources for information.
- Parents Encouraging Parents (PEP)
PEP hosts free conferences for parents of children, birth to 21. PEP is
sponsored by the Colorado Department of Education to offer information and
emotional support. To learn more call 303-866-6846 or go to
www.cde.state.co.us/cdesped/PEP-new.htm
- PEAK Parent Center
PEAK is a great resource for information and education. To request their free
newsletter, call (toll-free) 1-800-284-0251.
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Where can I go to learn more?
Early Intervention Resources and Links
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Glossary of Terms
(written by The Legal Center)
Adaptive Skills (Also called "self-help" skills): The skills needed to take care of one's basic needs, e.g., eating, dressing, grooming, toileting.
Advocate: An independent person with specialized training who will assist a family with the IEP process and assist you with your rights under IDEA.
Attention Deficit Disorder: A diagnosis based on symptoms and behaviors that may involve distractibility, hyperactivity and impulsivity.
Augmentative Communication Device: Any piece of equipment that is used to facilitate a child's ability to communicate with others (communication board, talking computer, etc.).
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Child Find: Team of professionals from Denver Public Schools who have the responsibility for evaluating children birth through 21 years of age who have delayed development or disabilities. A member of the Child Find team will complete the IEP at age 3 and assist in coordinating preschool and/or community services a family may want to consider.
Denver Early Childhood Connections: The Part C agency in Denver County serving children birth to 3.
Denver Options, Inc.: The Community Centered Board in Denver County that services children with developmental delays birth through 3 and provides supports and services to families and adults with developmental disabilities.
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Early Intervention: Services for families and children birth to three who have delayed development. Services may include, but are not limited to the following: special instruction, therapy, service coordination, parenting and family support. Early intervention services are funded by Part C of IDEA and administered through the Community Centered Board in each county.
Eligible: Child meets certain criteria to qualify for services.
Expressive Language: The ability to use words and spoken language to express one's wants and needs.
Extended School Year (ESY): Provided educational services beyond the traditional 180-day school year in order to met the needs of an eligible student
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Fine Motor Skills: The small muscle group used to accomplish tasks such as writing, cutting, stacking blocks, etc.
Functional Outcomes: Those results that a child is to achieve in a natural setting (home or community), using the services and supports specified in the IFSP.
Gross Motor Skills: The large motor groups used to accomplish such tasks as sitting, standing, walking, throwing and jumping.
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IDEA: Individuals with Disabilities Education Act. IDEA is a federal law that guarantees the delivery of services for individuals ages birth through 21.
Inclusion: The practice of including children with disabilities in settings and activities that are accessed by typically developing children.
Individual Education Program (IEP): A legal written plan for children that documents the child's current level of functioning and an individualized plan of instruction, including goals, services to be received and accommodations needed to help the child experience success in an educational setting. The IEP is required by the IDEA Part B for all children who receive special education services ages 3 through 21. The IEP is reviewed annually but it can be reviewed and revised at any time.
Individualized Family Service Plan (IFSP): A legal written plan for children ages birth to three receiving early intervention services as required by IDEA Part C. The IFSP is reviewed every six months.
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Infant: A child ages birth through 18 months.
Informed Clinical Opinion: The consensus of at least two early childhood professionals who reach the conclusion that there is a delay in the child's development and is eligible for early intervention support and services.
Informed Consent: Parents/guardians have the opportunity to review the information that will be shared regarding their child. Parents must sign an informed consent form before information is released.
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Least Restrictive Environment (LRE): The principle established under state and federal law that requires students in special education to participate in the regular classroom to the maximum extent appropriate and at the school closest to the child's home.
Multidisciplinary Team: A group of professionals who plan and implement a program for a child with a disability. The team may include a physician, early childhood special educator, psychologist, physical, occupational or speech therapist, social worker and the parents.
Multi-Sensory Approach to Learning: Introducing information using several of the child's senses: hearing, vision, touch and movement.
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Part B of IDEA: Refers to services provided for children with disabilities from age 3 through 21.
Part C of IDEA: Refers to services provided for children with developmental delays ages birth to three.
Placement: The setting in which an eligible student receives the majority of his/her services or educational instruction.
Pre-Academic Skills: The skills a child must learn (such as matching shapes or colors; one to one correspondence and other concepts) before learning more complex academic skills (such as reading, math and spelling).
Preschool: School for children ages three to five years.
Provider: Any person who provides a service to a child and the child's family, including early intervention teachers, therapists, social workers, etc.
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Receptive Language: Understanding language and the spoken word.
Sensory Integration: The ability to use one's senses (touch, smell, taste, sight, hearing) to make meaning of one's environment and to react to the environment appropriately.
Service Coordination: The identification and coordination of early intervention services and supports to a child and family.
Service Coordinator: A person who works with a family as they plan and look for services and supports in their community.
Surrogate Parent: An individual trained in special education laws to act in the best interests of an infant, toddler or preschooler, when the child has no parent or the parent is unavailable to participate as the child's advocate in the education setting.
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Tactile Defensiveness: Reacting negatively or over reaction to being touched by others or touching objects that would not normally cause one to react.
Toddler: A child between the ages of eighteen months and three years.
Transition: A child and family centered process that occurs when a child moves from one program or setting to another. Parents and providers are to be a collaborative team in the systematic planning.
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