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Download full textMcDowell, Bernadette Moran; Buswell, Sue A.; Mattern, Cheryl; Westendorf, Georgene; Clark, Sandra – National Association of School Nurses (NASN), 2015
It is the position of the National Association of School Nurses (NASN) that the registered professional school nurse (hereinafter referred to as school nurse), in collaboration with the student, family and healthcare providers, shall meet nursing regulatory requirements and professional standards by developing an Individualized Healthcare Plan…
Descriptors: School Nurses, Health Services, Individualized Programs, Individualized Family Service Plans
Peer reviewed
Direct linkShelden, M'Lisa L.; Rush, Dathan D. – Young Exceptional Children, 2014
A critical component for implementing evidence-based early intervention supports and services is the ability to write family-centered, functional, participation-based outcomes. Participation-based outcome statements that are family-focused center on the desires and needs of the parents or other care providers and are based on their interest in…
Descriptors: Intervention, Family Involvement, Participation, Cooperative Planning
McWilliam, R. A. – Topics in Early Childhood Special Education, 2012
The most common setting for early intervention services for infants and toddlers with disabilities and their families is the home. This article discusses home- and community-based early intervention and how the routines-based interview (RBI) can set the stage for successful home visits. It also addresses what has been learned about home visiting,…
Descriptors: Early Intervention, Home Visits, Toddlers, Infants
Ridgley, Robyn; Snyder, Patricia A.; McWilliam, R. A.; Davis, Jacqueline E. – Infants and Young Children, 2011
We describe a targeted professional development (PD) intervention designed to improve the quality of individualized family service plans (IFSPs) and to support IFSP planning, development, and decision making. The theoretical and empirical foundations for the PD intervention and its key components are reviewed. Building on an established online…
Descriptors: Individualized Family Service Plans, Intervention, Data Collection, Professional Development
Hedeen, Timothy; Peter, Marshall; Moses, Philip; Engiles, Anita – Center for Appropriate Dispute Resolution in Special Education (CADRE), 2013
Over 6.5 million youth and their families are eligible for early intervention or special education services (Data Accountability Center, 2011) under the Individuals with Disabilities Education Act of 2004 (IDEA). The principal mechanism by which goals, objectives, services, and placements are determined for Part B of the IDEA are Individualized…
Descriptors: Individualized Education Programs, Individualized Family Service Plans, Early Intervention, Special Education
Kahn, Lynne; Hurth, Joicey; Diefendorf, Martha; Kasprzak, Christina; Lucas, Anne; Ringwalt, Sharon – National Early Childhood Technical Assistance Center (NECTAC), 2009
The National Early Childhood Technical Assistance Center (NECTAC) was charged by the U.S. Department of Education's Office of Special Education Programs (OSEP) from 2001-2006 to develop, implement, and evaluate an approach to technical assistance that would result in sustainable systems change in state Early Intervention and Preschool Special…
Descriptors: Technical Assistance, Special Education, Strategic Planning, Educational Policy
British Columbia Ministry of Education, 2013
This resource conveys policies, procedures, and guidelines that support the delivery of special education services in British Columbia's (Canada) public schools. It was originally published in 1995 (ED414703), following an extensive provincial Special Education Review (1993-94). The purpose of this manual is to provide a single point of reference…
Descriptors: Guidelines, Special Education, Educational Policy, Guides
