Flowchart of Routes to an Inclusive Early Childhood Education in Maryland

There are two routes to a public inclusive early childhood education in Maryland for children with disabilities, age 3 through kindergarten. The LRE/NE Team Decision Making Road Map provides a graphic display of both routes.
 

Route 1: an IEP team identifies the appropriate Part B 619 special education and related services needed to help an eligible child achieve his/her IEP goals and objectives in the least restrictive environment with typically developing peers, to the maximum extent appropriate.

Route 2: children enrolled in a Part C local infants and toddlers program (LITP) can continue under the Extended IFSP Option at age 3 years, if determined eligible for Part B special education by an IEP team and parents want their child to continue in the LITP.

The LRE/NE Team Decision Making Road Map illustrates the path for both routes by identifying decision points about LRE/NE options for young children with disabilities who are deemed eligible by an IEP team for a special education (Part B 619).
 

The Welcome Center represents a child’s referral to Part B 619 special education through Child Find, by parents, a child’s local infants and toddlers program, Head Start or other agency.

Decision 1: Eligibility Determination

Eligibility for Part B 619 special education and related services is determined only by an IEP team. Two outcomes are possible:

	xx1. Child is not eligible for a special education (Part B 619). The IEP team shares assessment results and suggests resources to parents.
	2. Child is eligible for a special education (Part B 619) and continues to the next “road sign”.
	At this junction in the team decision making process, one of two “routes” is chosen, depending on whether or not a child is enrolled in a local infants and toddlers program (LITP).
	Route 1: Child, not enrolled in a LITP, was referred to Part B 619 special education though Child Find, parents, Head Start or other community source. An IEP will be developed
	Route 2: Child is enrolled in a LITP and parents choose whether  to  remain in their LITP under the Extended IFSP Option or enter  special  education (Part B 619).

Decision 2: IEP or Extended IFSP

Once a child is eligible for special education (Part B 619):

an IEP team develops an Individualized Education Program (IEP) with goals and objectives, OR

an IFSP team revises a child’s current IFSP including school readiness outcomes for language, preliteracy and numeracy.  

The IEP and Extended IFSP are written written documents that identify the services necessary to support a child's development and educational program. They help all partners understand what the child will need to grow and prosper, and the particular role they can play as a supportive team member.

Decision 3: LRE/NE Options

A team, including parents, identifies the LRE/NE options from the Community Circle for each child:

an IEP team selects the Least Restrictive Environment (LRE) for children in Part B special education, OR

an extended IFSP team selects the natural environment (NE) for children continuing in Part C early intervention.

Team Questions Regarding LRE/NE:

The team, including parents, must consider key questions regarding the early childhood settings which will support implementing a child’s IEP of Extended IFSP.

Hours Per Week? The number of hours per week a child spends in early childhood setting(s) with typically developing peers.

Where Services Are Provided? The early childhood setting where a child receives the majority of hours per week of:

-special education and related services (Part B 619 preschool), OR
-special instruction & other primary services (Extended IFSP).

Decision 4: Implement IEP/Extended IFSP

Public school, community and family partners collaborate to ensure a child participates successfully in an early childhood setting and achieves IEP goals or Extended IFSP outcomes. Instructional practices supporting an inclusive early childhood education focus on:

Collaboration

Collaboration among public school, community and family partners “flows like a river”, facilitating discussion at each junction and decision point along the LRE/NE road map.