Policy Brief: Eligibility for Special Education Services in Early Childhood
By: Caitlin Henchey, EC-SEAT Scholar, NH Early Childhood Special Educator
In the field of Early Childhood Education and Care, there is a disconnect. This disconnect becomes evident at a child’s third birthday. Previous to this Birthday, a child is considered a part of early supports and services. After, they are grouped under the umbrella of early education through the NH Department of Education. One place where this disconnect shows itself is the determination of whether a specific child is in need of intervention or special education services, and how that service should be offered to the family. There is extremely limited consistency in the eligibility determination process for special education and related services for children between birth and five years old. This inconsistency in policy is an important one and deserves the attention of advocates and policy makers.
Eligibility for special education and service in early childhood birth to age 6.
With 167 school districts making up the state, New Hampshire is addressing early childhood special education as fragmented segments instead of a united front.
In the field of Early Childhood Education and Care, there is a disconnect. This disconnect becomes evident at a child’s third birthday. Previous to this Birthday, a child is considered a part of early supports and services. After, they are grouped under the umbrella of early education through the NH Department of Education. One place where this disconnect shows itself is the determination of whether a specific child is in need of intervention or special education services, and how that service should be offered to the family. There is extremely limited consistency in the eligibility determination process for special education and related services for children between birth and five years old. This inconsistency in policy is an important one and deserves the attention of advocates and policy makers.
Consistency in policy would promote a cohesive understanding of what a specific child needs and would benefit from. In other words, creating consistency throughout the state would take away the subjectivity of individual districts to interpret. Consistent policy would also provide a universal understanding of language and resource allocation for students with need regardless of what town they live in. While the Individuals with Disabilities Education Act (IDEA), does guide identification of those in need of services, it fails to provide context for service delivery. Both Early Intervention Services and the Department of Education also have policy documents clarifying who should receive these, there are no state level policies on how children should access the services. This lack of policy effects the students who would benefit from direct services as well as their families, communities, and early childhood professionals.
One cohesive NH would mean continuity and fidelity of interventions and resources for the learners who need it the most! It would also bring continuity and professionalism to the field, and stability to families. A shift from individual school districts to a unified state program needs to come from the top and from the base!
Resources:
- Information for Families - Early Supports and Services: https://www.dhhs.nh.gov/dcbcs/bds/families.htm
- Early Childhood Education - NH Department of Education - https://www.education.nh.gov/instruction/curriculum/early_learning.htm
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