>From the web page http://www.pluk.org/FS1.html
First Steps A Parent Information Handbook
Infant and Toddler Programs /Preschool Special Education
Prepared By:
Parents, Let's Unite for Kids (PLUK)
in cooperation with
Montana Developmental Disabilities Program
Montana Office of Public Instruction
EDITOR: Katharin A. Kelker, Ed.D.
PRODUCTION: Roger Holt, ATP
ILLUSTRATION: Karen Moses
(c) Parents, Let's Unite for Kids 1991, Revised 1995, 1997
Table of Contents
INTRODUCTION
Part 1: Infant and Toddler Programs
* Why Early Learning?
* Values We Share
* Services Guaranteed By Law
* Eligibility for Infant and Toddler Program
* Cost
* Evaluation
* Diagnosis
* Individualized Family Service Plan
* Review of the IFSP
* Types of Services
* Family Involvement
* Professional Roles
* Family Centered Services
* Family Support
* Parents' Rights
* Settling Disagreements
* Transition at Age
* A Brief Guide to the Preschool Transition Process
* Transition Checklist
* Helpful Hints for Transition
* Early Intervention and Special Education Services: How are
they the same? How are they different?
* Glossary of Terms
Part II: Preschool Special Education
* Eligibility for Preschool Special Education
* Free, Appropriate Public Education (FAPE)
* Least Restrictive Environment (LRE)
* Making Friends
* Family Involvement
* Referral for Evaluation
* Evaluation
* Preschool Special Education
* Child Study Team (CST)
* Individualized Education Program (IEP)
* Extended School Year
* Related Services
* Transportation
* Program Models
* Program Review
* Qualified Personnel
* Appropriate Facilities
* Kindergarten and First Grade Transition
* Parents' Rights
PROGRAM SUMMARY
PARENT EMPOWERMENT
MORE INFORMATION
Agencies in Montana (Which Serve Infants, Toddlers and
Preschoolers)
Child and Family Service Agencies State Agencies
Advocacy
INTRODUCTION
Young children develop in many ways--physically, intellectually,
socially, morally and spiritually. They have different
potentials and develop at different rates. As they grow, some
children experience delays in one or more areas. These children
with delayed development benefit from therapies, support
services, and special education which stimulate their
development and help them to overcome or "work around" their
developmental lags.
You as a parent want what is best for your child. If your child
has some developmental delays, you are probably interested in
finding help. This booklet describes for you the publicly
supported services in Montana that are available for children,
birth through age six, who are experiencing developmental
delays, disabling conditions, or who are "at risk" for
developing them. Reading through this booklet will give you an
idea of what choices are available to you and how you can make
the best use of services for your child.
With all of the services described, parents are under no
obligation to enroll their children. The purpose of this booklet
is to let you know what can be available for your child. The
choice about whether to participate is up to you. This booklet
is intended to assist you as you make decisions about your
child's FIRST STEPS in the educational process.
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Part I: Infant and Toddler Programs
1. Why Early Learning?
When children are very young, we expect most of their needs to
be met by their families. But when children have developmental
problems, it is sometimes necessary to supplement what the
family can do by seeking help from professionals like doctors,
nurses, teachers, and therapists. Getting outside help and
support early enough often has the effect of lessening a child's
problems and helping him or her to develop more normally. Though
it is sometimes difficult to think of infants and young children
as "going to school," early training and therapy can make a
tremendous difference.
The preschool years are learning years for all young children.
But for children with special needs, early learning takes on
greater importance. Such skills as walking, talking, learning to
feed and dress oneself, and getting along with others are often
learned before the age of six. Some of these skills, such as
language development, are best taught during the preschool
years. The value of early learning activities has been
recognized in Montana and there are a number of useful services
available for infants, toddlers and preschool children with
special needs.
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2. Values We Share
Montana's early learning services for children with special
developmental needs are based on the following set of beliefs
and values:
* As much as possible and appropriate, children belong in
families.
* Families need supports so they can nurture their children in
the home.
* Parents should be empowered to make their own decisions
about how to meet their children's needs.
* Infants, toddlers, and children with special developmental
needs should have opportunities for inclusion in the typical
activities of their families, neighborhoods, and
communities.
* Activities for children with special developmental needs
should be appropriate to their ages.
* Services for children should be individualized and should
reflect high expectations for their growth and development.
* Access to services is based on eligibility and family
choice.
* To the greatest degree possible, services to children should
be provided through cooperation among parents, professionals
and service agencies.
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3. Services Guaranteed by Law
Both federal and state law guarantee services to eligible young
children with special developmental needs. The federal
law--Public Law 102-119-- authorizes a grant program to deliver
early intervention services to children with disabilities from
birth through two years. Montana has decided to participate in
this program and has selected the Department of Public Health
and Human Services, Developmental Disabilities Program, as the
agency responsible for providing services to infants and
toddlers (0-2) with developmental delays.
P.L. 102-119 also extends the benefits of the federal special
education law--Individuals with Disabilities Education Act
(IDEA)--to children with disabilities between the ages of 3 and
6. In 1987, the Montana legislature passed HB 511 which
parallels the federal law and requires all elementary school
districts to establish and maintain special education programs
for children with disabilities who are between the ages of three
and six, inclusive.
Special services are available for two age groups: 0-2 and 3-5.
The Infant and Toddler Program is the responsibility of the
Developmental Disabilities Program. The Preschool Special
Education Program is administered by the Office of Public
Instruction (OPI), Division of Special Education, and local
school districts. These two systems--DDP and OPI--have somewhat
different procedures and eligibility criteria. In this booklet,
you will find information about the differences in the systems
and about the ways the systems cooperate to serve children.
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4. Eligibility for the Infant and Toddler Program
Children from birth up to age three with developmental delays
are eligible for services in the Infant and Toddler Program.
Montana has the following definition of developmental delay:
Children from birth through age two inclusive, are eligible for
early intervention and family support services under Part H of
the Individuals with Disabilities Education Act (IDEA) if they:
* 1. Have a diagnosed physical or mental condition that has a
high probability of resulting in developmental delay (e.g.
sensory impairments, inborn errors of metabolism,
microcephaly, fetal alcohol syndrome, epilepsy, Down
syndrome or other chromosomal abnormalities), even though
the delay may not exist at the time of diagnosis; OR
* Are experiencing developmental delays, as measured by
appropriate diagnostic instruments and procedures in one or
more of the following areas:
* Cognitive delay;
* Physical development, including vision and hearing;
* Speech and language development;
* Social and emotional development;
* Self-help skills.
The criteria to be used in determining a child's eligibility as
a result of developmental delay includes;
* A minimum of 50% delay in any one of the above developmental
areas; or
* A 25% delay in two or more of the above areas.
Informed clinical opinion must be used in determining
eligibility for services under Part H if there are no
standardized measures, or the standardized measures and
procedures available are not appropriate for a given age or
developmental level.
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5. Cost
If a child is eligible for the Infant and Toddler Program, the
child receives services in the program without cost to the
family.
However, if the child is eligible for Supplemental Security
Income (SSI) or other similar programs, or has private health
insurance, funds from these programs or insurance benefits may
be used first before Part H dollars can be used to pay for
services in the Infant and Toddler Program. Part H can make
interim payments if there would otherwise be an unacceptable
delay in provision of services. Part H would then seek
reimbursement from the originally responsible public or private
source.
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6. Evaluation
In order for a child to be eligible, he or she must have
received a comprehensive assessment, including all of the
relevant information available about the child's development. A
child may not be evaluated unless the parents give their written
permission. The assessment data is gathered by a team which
includes the parents, a Family Support Specialist, medical
practitioners, or others who have knowledge of the child's
abilities and special needs.
Parents are important contributors to the evaluation process.
They have the right to help choose which evaluation tools will
be used and to participate in the assessment process at the
level which is comfortable for them.
The results of the evaluation must be explained to parents in
understandable terms. Parents have a right to receive copies of
the evaluation results.
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7. Diagnosis
Children with developmental delays often are "diagnosed" by a
variety of professionals. They may receive a number of different
labels: Down syndrome, pervasive developmental delay,
multi-handicapped, medically fragile, low birth weight, sensory
impaired, brain damaged, cerebral palsy, and many more. Some
children receive no specific diagnosis. However, for the
purposes of qualifying for the Infant and Toddler Program, the
child does not need a label, only a functional diagnosis. In
other words, it is important to know what the child can and
cannot do. A functional diagnosis tells which developmental
milestones--smiling, gurgling, sitting up, walking, talking and
so forth--a child has mastered. The child's performance is
measured against what is considered normal development for a
particular age.
Functional diagnosis is helpful for planning special programs
for a child, but it may not shed any light on the causes for
delays in development.
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8. Individualized Family Service Plan (IFSP)
After a child has been found eligible for Part H services, the
parents, a Family Support Specialist, and other professionals
meet as a team to write an Individualized Family Service Plan
(IFSP). The IFSP includes:
* the child's present level of development
* the family's strengths and needs relating to enhancing the
child's development
* the outcomes expected to be achieved, written in the
family's own words
* objectives describing how the outcomes will be accomplished
* a listing of the family support services, including when,
where, how often, and how each service will be paid for
* projected dates for the starting of services and anticipated
length of such services
* name of the service coordinator
* steps to be taken to support transition.
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9. Review of the IFSP
If a parent is not satisfied with some aspect of the IFSP, the
parent may sign off on services they want and revisit other
issues and service needs as time goes on. Parents must approve
of at least one outcome and set of objectives in order to begin
services. IFSPs are dynamic documents which can be changed as
families' needs change.
The IFSP must be reviewed at least every six months. If a change
in the IFSP is needed sooner than 6 months, the parent or anyone
working with the child may call for a meeting to revise the IFSP.
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10. Types of Services
The Infant and Toddler Program allows for a wide variety of
possible services to meet the family's and the child's
individual needs, including:
* special instruction
* parent and family education and counseling services
* speech pathology and audiology services
* occupational therapy services
* physical therapy services
* psychological services
* service coordination and social work services
* home visits
* early identification, screening and assessment
* health services necessary to benefit from early intervention
services
* nutrition services
* vision services
* assistive technology devices and services
* transportation and related costs.
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11. Family Involvement
Family involvement is basic to the Infant and Toddler Program.
Parents are involved as primary decision-makers in every step,
including:
* identifying family needs and resources
* identifying what role they wish to play in their child's
evaluation
* identifying who the members of the IFSP Team will be
* determining the desired outcomes on the IFSP
* identifying the role they wish to play in service
coordination
* determining how often and when home visits will take place
* choosing which resource and service options to pursue, and
* evaluating the progress of the IFSP and deciding on
necessary changes.
A child cannot be evaluated or served without the consent and
involvement of parents.
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12. Professional Roles
The individuals who work with children in the Part H Program
must be qualified professionals. They may include any of the
following:
* family support specialists
* special educators
* speech and language pathologists
* audiologists
* occupational therapists
* physical therapists
* psychologists
* social workers
* nurses
* nutritionists.
A professional is considered qualified if he or she has met the
standards set for licensure by the State of Montana. To deliver
Part H service coordination in Montana, a professional must hold
Family Support Specialist certification from the Developmental
Disabilities Program.
Habilitation aides or teaching assistants who do not have
professional credentials may provide some services as long as
they are properly supervised and trained by a licensed
professional or a certified Family Support Specialist.
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13. Family Centered Services
Infants and toddlers do most of their early learning in their
families. Parents are their children's first and best teachers.
However, when children have special learning and developmental
needs, parents sometimes seek the assistance of professionals
with experience in particular areas like speech and language,
physical therapy, occupational therapy, health services,
behavior management, or infant stimulation. Any or all of these
special services may be needed by a child, but the child still
remains part of a family. Whatever services are provided must be
offered in the context of the family.
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14. Family Support
Raising a child with developmental delays can be challenging for
parents. They are faced with sorting through the advice of
professionals and making decisions that they think are in the
best interests of their child. They must deal with greater
demands on their time, energy, marital relationship, and
financial resources. They must consider the needs of all family
members--the child with special needs, other children, close
relatives. They must struggle, too, with their own emotions,
disappointments, and concerns about the future.
The Infant and Toddler Program is intended to support families
as they meet all of these challenges. The program is not
supposed to impose any particular philosophy or to be intrusive
in family life. Instead, the Infant and Toddler Program attempts
to meet the developmental needs of children and the needs for
support which families themselves identify.
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15. Parents' Rights
Parents of a child in the Infant and Toddler Program have the
following rights:
* timely resolution of complaints
* confidentiality of personally identifiable information
* opportunity to examine records
* appointment of a surrogate parent if natural parents are not
available to represent the child
* prior notice for identification, evaluation, placement or
provision of services
* notice in the parent's native language
* continuation of services to the child during a period when
action is being taken on a complaint.
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16. Settling Disagreements
If a parent disagrees with professionals on the IFSP Team, the
parent can:
* try to resolve the disagreement informally
* ask for another meeting of the IFSP Team to discuss the
issues again
* utilize the agency's internal grievance procedures
* appeal to the Administrator of the Developmental
Disabilities Program
* file a complaint with the Director of the Department of
Public Health and Human Services
* appeal through a district court or file a civil action.
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17. Transition at Age 3
At least 90 days before a child's third birthday, the IFSP Team
must hold a meeting to plan the child's transition from the
present program to the child's next step. Some children will
need no further special services. Others will move into the
Preschool Special Education Program provided by the local school
district or special education cooperative.
For children needing Preschool Special Education, a joint
planning meeting (or meetings) must occur at least 90 days
before the transition from Part H to preschool special
education. Since eligibility criteria are not exactly the same
between the 0-2 and the 3-5 programs, combined meetings between
the programs can set up a process for evaluating the child and
determining eligibility for preschool special education services.
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18. A Brief Guide to the Preschool Transition Process
Preschool Transition focuses on the child's third birthday
because:
* the child is no longer eligible for the IDEA/Part H early
intervention program;
* the child may be eligible for the local IDEA/Part B Special
Education program; and
* the child may be eligible for other discretionary (not
required by law) disability services.
Child Find is the process of discovering children who may be
eligible for services. Finding eligible children:
* is the responsibility of both the early intervention agency
and the public school;
* requires cooperation across the family, the early
intervention agency, and the public school to ensure smooth
transitions between programs; and
* ensures that the family may use the Transition Planning
Meeting procedure described in Section 17 or other child
find procedures to access the IDEA preschool special
education program.
Your Family Support Specialist will, with your permission:
* convene a Transition Planning Meeting at least 90 days prior
to the child's third birthday;
* schedule the Transition Planning Meeting at a time and place
that is mutually agreed upon by all those who will attend;
and
* assist your family through the transition process.
The "core team" of the Transition Planning Meeting:
* includes parents of the child, the family's Family Support
Specialist, and a representative of the local public school
or special education cooperative;
* determines whether other parties should participate, as
necessary;
* discusses the similarities and differences between early
intervention and special education programs under IDEA;
* discusses the termination of Part H early intervention
services;
* advises the family about alternatives to special education
if the child is not eligible to continue under IDEA
services, or if the parent chooses not to refer for IDEA
services;
* if the family wishes, arranges for the family to meet
special education personnel and visit possible preschool
sites;
* with written parental consent, shares records (assessments,
evaluations, IFSPs, other useful information) with the
public school preschool special education program;
* helps the family to recognize the stress inherent in making
the change from one program to another;
* assists the child and the family to begin to develop a
trusting, effective working relationship with the staff and
administration of the preschool special education program.
The purposes of the Transition Planning Meeting are:
* to provide the family an opportunity to meet the public
school staff and to begin to develop mutually supportive
relationships;
* to review the child's priority outcomes for the time from
his/her third birthday through the beginning of the next
school year;
* to describe the steps and anticipated outcomes of the
transition process;
* to consider future needs and placements in relation to
current services;
* to discuss how to help prepare the child and family for
changes in service delivery;
* to help the family to decide if they wish to make a referral
for evaluation for preschool special education services; and
* to develop a plan for transition.
Other things to remember about Transition Planning Meetings:
* more than one meeting may be necessary;
* the transition meeting should, above all, help the family to
understand preschool procedures and services;
* the transition plan which is developed at the transition
meeting becomes part of the child's IFSP; and
* the family may or may not decide to refer their child for
evaluation for preschool special education after the
transition planning meeting.
Seven Sequential Steps in the Special Education Process
(discussed in detail in Part II of this handbook on Preschool
Special Education):
* Child Find (includes transition meetings and pre-referral
discussions)
* Referral for comprehensive educational evaluation
* Parental Notice and Permission for Evaluation
* Completion of Evaluation and Assessment
* Child Study Team Meeting
* IEP Meeting, including Parental Notice and Consent for
Placement
* IEP Implementation and Annual Review
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19. Transition Checklist
____ 1. The transition meeting has been held and the transition
plan is part of our child's current IFSP.
____ 2. Our child has been referred to our local school district.
____ 3. The following records and information have been provided
to our local school district:
* Birth certificate
* Current picture of my child
* Shot (immunization ) record
* Social Security number
* Medicaid number (if your child has one)
* Emergency contacts
* Child records from your early intervention agency including
IFSPs identifying child-focused services provided
* Other preschool or child care program records
* Follow Me Program records or other records from Special
Health Services/Follow Me Program
* Hospital, clinic, or other medical records.
____ 4. Screenings and evaluations have been completed.
____ 5. Eligibility for special education has been determined.
____ 6. If our child is not eligible for special education
services from our local school district, other options have been
discussed.
____ 7. We have visited our local school districts' preschool.
____ 8. Our child's IEP has been written.
____ 9. Our child's school placement has been determined.
____ 10. Transportation needs have been arranged.
____ 11. We have met and talked with our child's new teacher(s).
____ 12. Our child has met with his or her new teacher(s).
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20. Helpful Hints for Transition
* Start early
The infant and toddler years go by quickly. Begin to plan early
for your child's next step at age three.
* Be part of the transition planning team
Play an active role in the decisions made about your child's
transition.
* Know and understand your child's educational rights
When you sign the form to have your child evaluated, your school
district will provide you with a copy of "Parents Rights in the
Special Education Process." Read the booklet. If you do not
understand these rights, ask your Family Support Specialist, a
parent from PLUK (1-800-222-7585), or the local school staff to
help.
* Know and understand the responsibilities of the school
district
Preschool special education is quite different from the Part H
program. It is important for you to understand the differences.
* Think about your child's strengths and abilities
An important role for you at IEP meetings is to talk about your
child's strengths. Sharing the things your child likes and
dislikes with the team can help the school staff to understand
and serve your child better.
* Remember that you are going through a transition, too
The Part H program is very nurturing for families as well as for
children. Preschool special education is focused on a child's
educational needs and not on family needs. You will be saying
good-bye to professionals who have been significant in your life
and meeting a new group of professionals. Give yourself time to
adjust to the change.
21. Early Intervention and Preschool Special Education Services:
How are they the same? How are they different?
Early intervention and preschool special education services are
the same in some ways and different in others. The chart below
is a brief comparison of the two programs. If you have further
questions, please ask your Family Support Specialist and/or your
local school district preschool staff for help.
Montana's Part H Early Intervention Programs
Montana's Part B Preschool Special Education Programs
Age served:
Children, birth to 3, who have a condition which usually results
in developmental delays, or who already show serious delays in
one or more developmental areas.
Children, 3 to 5, who meet the definition of "child with a
disability." (See definition in Glossary, Section 22)
Focus:
Early Intervention focuses on helping to meet the needs of both
the child and the family.
Preschool special education focuses on meeting the educational
needs of the child.
Type of Plan Used:
Early Intervention uses an Individualized Family Service Plan
(IFSP).
Your local school district uses an Individualized Education
Program (IEP).
Service Delivery Model:
Families are not required to take part in early intervention
programs. Their involvement is voluntary.
Coordination of services is provided through local child and
family service providers. Planning for services happens at the
IFSP meeting.
The parents are considered the lead member of the IFSP team. The
IFSP document belongs to the family, and details the child and
family's plan for receiving early education and related services.
At the IFSP meeting, the parent, the Family Support Specialist,
and others plan what services are needed, who will provide the
services, where the services will happen, how long the services
will go on, and how often the child/family will get services.
Services are based on the child's needs and the needs of the
family.
A variety of local programs and professionals may be used to
provide needed services. Some service options may depend upon
geographic location.
Services provided through local agencies might include home
visits, parent and child education programs, private therapies,
and other identified service needs.
In early intervention, the main contact for the family is their
Family Support Specialist.
Children usually transition out of early intervention services
at age 3. Eligible children transition into services provided
through their local school district. Other service options, such
as continuing services with their child and family agency, or
looking for a community preschool program, are discussed with
the family. Some children may be served by both a child and
family service agency and their local school district.
Children are not required to take part in preschool special
education programs. Their involvement is voluntary.
The needed educational and related services for the child are
provided through the local school district. Planning for
services happens at the IEP meeting.
The parents are considered a full member of the IEP team. The
IEP document details the child's plan for special education and
related services.
When it reviews the comprehensive educational evaluation (see
Glossary), the Child Study Team identifies the child's
educational needs. At the IEP meeting, goals and objectives are
written to address these identified needs and are based on the
child's level of performance. The IEP team also sets the date of
initiation for the special education and related services. The
team decides how the goals can be met and what services are
necessary. Then the team decides where the child will receive
services (placement). The team also decides how often the child
will get the services (frequency) and how long the services will
go on (duration).
Usually, the local school district will have preschool service
options available for the child. These may include preschool
special education in the classroom and provision of related
services like physical and speech therapy which support the
specialized instruction. The services may be provided at the
local school or at other community-based programs.
In local schools, the main contact for the parents is usually
their child's preschool special education teacher.
Continued special education services are available for children
as they grow older. The IEP team will meet at least annually to
review and, if appropriate, revise the IEP. If the IEP team
decides that the child has met all of the goals and objectives
in the IEP and no longer needs special education, a Child Study
Team will meet to determine whether the student is a child with
disabilities who needs special education.
Near the child's sixth birthday, the public school will provide
notice that it intends to conduct an evaluation. Then the Child
Study Team will evaluate the child, and determine whether the
child meets the criteria defining a disability under the IDEA.
If the child meets criteria for one of the special education
categories, the child will receive a specific label like
cognitive delay, learning disabled or multiply disabled.
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22. Glossary of Terms Used in Early Intervention and Special
Education
Assessment means the gathering of information by qualified
personnel on a child's development, and on the needs and
priorities of the family. This information about the child and
family is used in planning the Individual Family Service Plan
(early intervention).
At Risk means that a child has conditions which make it likely
that he/she may have some developmental delays. A child
identified as "at risk" is not eligible for early intervention
services under Part H of IDEA or for special education under
Part B of IDEA. The child may be eligible for discretionary (not
required by law) Family Education and Support (FES) Services
through a local child and family services agency (early
intervention).
Child with a Disability means a child who is 3, 4, or 5 years of
age who has a severe delay in development (defined below) or who
meets the criteria defining any of the disability categories
described below, and who, because of this severe delay or
disability, needs special education and related services
(special education).
Severe delay in development means that a Child Study Team has
found that the child functions at a developmental level 2 or
more standard deviations below what is normal in any one area of
development, or 1.5 standard deviations below what is normal in
two or more areas of development. The areas of development are
cognitive, physical, communication, social/emotional, or
adaptive (self-help). The Child Study Team also must determine
that the delay is not due exclusively to environment, economic
disadvantage, or cultural factors. Your local school, your
Family Support Specialist, or a Parent Support Consultant from
PLUK can help you to understand the evaluation process that
finds out if your child has a severe delay.
Special Education disability categories under Montana Law: The
IDEA requires Child Study Teams to classify all students with
disabilities, six years of age and older, into one or more of
the following disability categories:
autism
cognitive delay
deaf-blindness
deafness
emotional disturbance
hearing impairment
orthopedic impairment
multiple disabilities
other health impairment
specific learning disability
speech impairment
traumatic brain injury
visual impairment
Cognitive refers to the brain processes used for thinking,
reasoning, understanding and judging (both early intervention
and special education).
Comprehensive Educational Evaluation means the tests and
observations done by public school staff to find out if the
child has a disability and requires special education and
related services. The school district's Child Study Team is
required to do this evaluation. The Child Study Team meeting
discusses the results of the comprehensive educational
evaluation. A parent may choose to share any evaluation and
assessment information done by the child and family agency, or
by other qualified persons (special education).
Developmental refers to the steps or stages of mental, physical,
and social growth in children under age eighteen (both early
intervention and special education).
Developmentally Delayed means having a diagnosed physical or
mental condition that has a high probability of resulting in
developmental delay, even though the delay may not exist at the
time of diagnosis or experiencing developmental delays as
measured by appropriate diagnostic instruments in one or more of
the following areas: cognitive development, physical development
including vision and hearing, communication development, social
or emotional development, or adaptive development (early
intervention).
Due Process (in early intervention) refers to a process for
resolving a dispute between the family and the child and family
service agency related to the delivery of early intervention
services.
Due Process (in special education) refers to a process for
resolving a dispute between the family and the public school
related to the identification, evaluation, or placement of a
child with disabilities.
Evaluation is the process used to find out if a child qualifies
or continues to qualify for early intervention or special
education services. The process includes finding out the status
of the child in several developmental areas (both early
intervention and special education).
Extended School Year refers to the delivery of special education
and related services during the summer vacation when the child
needs those services in order to prevent significant loss of
previously learned skills. The IEP team must consider the need
for Extended School Year at each meeting and must describe those
services specifically with goals and objectives. Not all special
education students, nor all special education services in the
IEP, require an extended school year. Extended school year
services must be individually crafted. (A more complete
description of ESY services and criteria can be found in
"Extended School Year Programs", a booklet available from the
Office of Public Instruction by calling 406-444-5661.) (special
education)
Individuals with Disabilities Education Act (IDEA) is the
federal law which provides the legal authority for early
intervention and special educational services for children birth
to age 21.
Individualized Education Program (IEP) means the written
document which defines the special education and related
services which make up a free, appropriate public education for
a child with disabilities. The program is designed to meet the
individual special education and related services needs of an
eligible child (special education).
Individual Family Service Plan (IFSP) means the written document
which defines the early intervention services provided to the
child and family. The program is designed to meet the needs of
the child and the family, and is based on family-identified
priorities (early intervention).
Intervention means all of the efforts made on behalf of a child
with a disability and that child's family (early intervention).
Least Restrictive Environment (LRE) means the placement which is
as close as possible to the regular education environment
(special education).
Natural Environment means a place where typical infants and
toddlers without disabilities are usually found, like a family
home or a pediatrician's office. Early intervention services are
provided in natural environments whenever possible (early
intervention).
Part B is the part of the Individuals with Disabilities
Education Act (IDEA) which outlines services for children ages
3-21 (special education).
Part H is the part of the Individuals with Disabilities
Education Act (IDEA) which outlines services for children birth
to age 3 (early intervention).
Preschool Special Education means an educational program that is
designed to meet the unique developmental needs of an individual
child with a disability who is three, four, or five years of
age. Preschool special education is a child-focused educational
effort (special education).
Referral for evaluation means that a parent wishes the school to
conduct a comprehensive educational evaluation to find out
whether their child has a disability which requires special
education. A referral ends up in a Child Study Team (CST)
meeting in which the parents and the school staff discuss the
findings of the evaluation (special education).
Related Services are supportive services required to help a
child with a disability benefit from his/her individual
education program (IEP). Related services for a child are
discussed and decided upon by the IEP team at the IEP meeting.
Some examples of related services under Part B of IDEA include
audiology, occupational therapy, physical therapy, speech and
language therapy, counseling services, psychological services,
school nurse services, school social work services,
transportation, and parent training. Related services support
the student's special education and cannot occur without special
education (special education).
Screening is the process of quickly looking at a child's
development to find out if there are any areas of concern.
Screening is used to recommend children for more in-depth
evaluation and assessment (early intervention and special
education).
Service delivery is the manner or setting in which early
intervention services will be provided to the child and/or
family (early intervention).
Therapy is a treatment for certain physical or psychological
conditions. The most common therapies provided through early
intervention and special education are occupational therapy,
physical therapy, and speech and language therapy (early
intervention and special education).
Transition is the movement from one place or program to another.
Young children with disabilities transition at age three from
early intervention to preschool special education services or to
other community settings and services (early intervention and
special education).
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Part II: Preschool Special Education
1. Eligibility for Preschool Special Education
A child is eligible for preschool special education if he or she
meets the criteria for one of the disabling conditions
recognized by the Individuals with Disabilities Education Act
(IDEA) and Montana Code. The child must be: speech/language
impaired, other health impaired, hearing impaired (includes
deafness), visually impaired (includes blindness),
orthopedically impaired, cognitively delayed, multiply-disabled,
deaf/blind, seriously emotionally disturbed, learning disabled,
autistic, or traumatic brain injured. A child who is 5 years old
or younger may be identified as a child with disabilities
without the disabilities being specified.
If a child is deemed eligible for preschool special education,
the child should begin the program on the day that he or she
turns three. An eligible child whose third birthday falls during
the summer vacation begins services in the fall unless the child
is eligible for Extended School Year (ESY) services.
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2. Free, Appropriate Public Education (FAPE)
When a child enters a preschool special education program, he or
she is guaranteed all of the protections and benefits of the
federal and state special education laws. The central benefit
under these laws is a free, appropriate public education. Every
child who qualifies for special education has the right to a
public education. It does not matter how severe the child's
disabilities may be or how much special education the child
requires. Every qualifying child must receive an appropriate
educational program, and the services must be provided without
cost to the parents.
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3. Least Restrictive Environment (LRE)
Every child in special education must be placed in a program
which is located in the least restrictive environment. The least
restrictive environment means the placement which is as close as
possible to the regular education program.
Special education law favors placing children with disabilities
in regular classrooms with whatever supplemental aids they need
to be successful. If a child is not going to be placed in
regular education, the school district must justify the removal
from regular education as necessary to meet the child's needs.
The least restrictive environment (LRE) at the preschool level
has been interpreted somewhat differently from LRE at the
elementary school level. Since few public schools offer
preschool programs for children aged 3 and 4, there is no
"regular" classroom environment in which preschoolers with
special needs can be placed with children who are the same age.
Preschool children may, however, be integrated into kindergarten
classes with 5 and 6 year-olds. Or they may be served in a
community-based preschool classroom, a Head Start class, a
preschool special education classroom with children who are the
same age, or in a homebased program in which the special
education teacher provides services in the child's home.
School districts are not responsible for establishing preschool
programs for nondisabled children, nor do districts have to pay
for private preschool placements for children with special needs
unless such a placement is necessary to implement the child's
special education program.
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4. Making Friends
All children need a chance to make friends with other children
their age. Special education law encourages school districts to
give children with disabilities the chance to associate with
other children, both disabled and nondisabled, so that they can
build a circle of friends and acquaintances.
All children in special education--no matter where they receive
their program--have the right to spend at least part of the
school day with children who do not have disabilities. The least
restrictive environment for preschool children may be achieved
in any of the following ways:
* Locating a preschool special education program in a regular
elementary school
* Linking a preschool special education program to preschool
programs operated by other public or private agencies (e.g.
Head Start)
* Combining children who have disabilities with children who
do not have disabilities in a preschool special education
program ("reverse mainstreaming").
A child in a preschool special education program may be placed
in a private preschool if such a placement is necessary to
implement the child's Individualized Education Program (IEP).
The school district would be responsible for the costs of the
private placement for the portion of time that the child was
receiving special education.
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5. Family Involvement
Parents are important decision-makers in the special education
of young children. School districts must inform parents about
the options available and the procedures used in special
education. Representatives of your school district should
discuss with you:
* The nature of your child's disability and its implications
for education
* Methods of coordinating your child's services
* The school district's special education program and how it
works.
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6. Referral for Evaluation
You as a parent can refer your child for a special education
evaluation. Professionals who work with your child like your
family physician or a therapist may make a referral. A child may
also be referred because of concerns raised by a Preschool
Screening.
To make a referral:
* Contact your local school district
* Indicate the reasons for suspecting that your child has a
disability
* Fill out the district's referral form describing the child's
learning problems or developmental delays
* Give your consent in writing so that your child can be
tested for special education.
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7. Evaluation
A comprehensive educational evaluation must look at the child
from several viewpoints. It must also be nonbiased and
nondiscriminatory. If your child speaks a language other than
English, your child must be tested in the language which he or
she uses and understands. The comprehensive evaluation cannot be
limited to one test. It may include (but is not limited to):
* An individual psychological examination
* Vision and hearing examinations
* A medical history
* Standardized developmental evaluation
* Observations of social behavior
* Assessment of language development
* Observation in several environments
* Information from family members and others who know the
child well
* Information from teachers, doctors, therapists, and others
who have worked with the child.
You must consent in writing to the evaluation, and you have the
right to be fully informed of the results. At the Child Study
Team meeting you will meet with public school personnel to
discuss the results of the evaluation.
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8. Preschool Special Education
When children are three, four, and five years old, it is
sometimes hard to imagine them attending "school" as older
children do. Preschool special education is a program designed
to meet the unique developmental needs of a particular child.
The program may focus on self help skills, motor development,
language skills, pre-academic learning, social skills or any
combination of these.
Preschool special education is education. It is not designed to
meet a child's medical needs, nor does it provide the child care
services typically found in daycare.
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9. Child Study Team (CST)
The Child Study Team (CST) includes parents, a school
administrator, a special education teacher, a regular education
teacher (if the child is in kindergarten), and other individuals
who are qualified to report on the results of a child's
evaluation. If the child is enrolled or going to be enrolled in
Head Start or a private preschool, representatives of those
programs also become part of the Child Study Team.
The Child Study Team has two purposes:
* To decide whether or not the information from the evaluation
indicates that the child has a disability
* To determine whether or not the child needs special
education.
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10. Individualized Education Program (IEP)
The Individualized Education Program (IEP) is similar to the
Individualized Family Service Plan (IFSP) used in the 0-2
program. The IEP contains goals and objectives for the child's
special education program. It also lists the child's related
services and identifies in what type of placement--home-based,
center-based, private preschool, Head Start--the child will
receive his or her special education program. The IEP is written
by a team which includes the parents, a special education
teacher, a school administrator and others, if necessary. The
IEP cannot be implemented until parents have approved it. Once
an IEP has been written and signed, it must be put into practice
immediately.
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11. Extended School Year
Normally special education services are provided during the
regular school year, but some children require more schooling
than that. Extended School Year (ESY) services may be written
into the IEP and provided to a child during the summer months.
ESY services are offered to prevent significant loss of
previously learned skills. For more information on ESY, contact
the Office of Public Instruction (406-444-5661) and ask for the
booklet "Extended School Year Programs."
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12. Related Services
Children in special education are entitled to a wide variety of
services if they need those services in order to benefit from
their education. These related services may include (but are not
limited to):
* Physical therapy
* Occupational therapy
* Speech therapy
* Audiology
* School nursing
* Counseling
* Transportation
* Recreation
* Parent training
* Psychological services
* Recreation therapy
* Social work
* Assistive technology
* Rehabilitation counseling.
The IEP should indicate the related services the child needs,
how much of the service is required, and how often the service
will be provided.
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13. Transportation
If transportation is a related service that a child needs, the
school district must provide the transportation, contract with
another agency to do so, or contract with the parents to bring
their child to school. If a parent has been offered a
transportation contract but does not want to transport the
child, the school district is still responsible for providing
transportation. Parents cannot be forced to provide
transportation if they are unwilling or unable to do so.
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14. Program Models
Special education can be provided to preschool children in a
number of ways. The IEP team will identify the placement
appropriate for the child and may consider among placements such
as:
* Special education for the child may be provided in the
child's home by an itinerant special education teacher.
* Center-based programs involve bringing children to a central
location for a preschool special education class. The
program usually lasts for two hours per day for three, four,
or five days per week. According to need, some children may
require more or less time in preschool special education
than two hours per day.
* Five year-old children with disabilities may participate in
a regular kindergarten program with supplementary special
education. Some children may be placed both in kindergarten
and in a preschool special education class.
* Reverse mainstreaming involves nondisabled children coming
into a special education classroom and participating in
activities with identified special education students.
* Children with a particular special education need like
language development may be placed in a special education
program which focuses specifically on that need.
* School districts may contract with a local private preschool
to provide a program for a specific child. A special
educator must supervise the child's special education
program and provide the special education instruction in the
child's IEP. Related services that the child needs may be
provided at the private preschool or at the public school.
Parents do not have to pay the costs of the special
education and related services or the portion of the private
preschool cost necessary to provide special education.
* A school district may collaborate with Head Start to provide
a special education program.
* When the needs of the child require it, two or more of the
options above may be combined into a dual placement.
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15. Program Review
The Individualized Education Program (IEP) should be reviewed
periodically because preschool children grow and change very
rapidly. Parents can ask for a review at any time. The IEP must
be reviewed and rewritten at least annually. The annual review
should consider transition into the primary grades and into less
restrictive environments.
A comprehensive reevaluation of the child's strengths and
weaknesses must be conducted at least every three years.
Parents, however, can ask for a reevaluation at any time that it
seems necessary and appropriate.
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16. Qualified Personnel
Special education and related services for preschool children
must be provided by qualified personnel. These professionals
must have the training to hold licenses in their specific fields
like speech/language pathology, special education, physical or
occupational therapy. Unless private preschool or Head Start
teachers have these licenses, they may not provide special
education and related services.
Certified teachers with child development credentials and
certified elementary teachers may assist with special education
but may not provide special education unless they are also
endorsed as special education teachers.
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17. Appropriate Facilities
Classes for preschool children with special needs must be
provided in classrooms comparable to regular education
classrooms. These classrooms must meet at least minimum
standards for heat, light and ventilation. Classrooms must
either have toilet facilities or appropriate access to toilet
facilities. Classrooms must be physically accessible to the
children who are in the program and should be equipped with
unbreakable furniture and toys, covered electrical outlets, tap
water at safe temperatures and appropriate exits in the event of
an emergency.
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18. Kindergarten and First Grade Transition
As a child's sixth birthday comes closer a number of important
decisions have to be made. First of all, if the child has been
identified as a "child with disabilities," that generic label
must be changed to one of the disabling conditions found in
Montana's special education law for school-aged children. This
change in label can be traumatic for parents. Parents should
insist that the child be thoroughly and properly evaluated
before any new label is applied.
A second important decision concerns placement, specifically how
the IEP team will determine the appropriate placement for the
student entering kindergarten or first grade in the public
school. The preference in special education is for placement in
the regular classroom if the child's needs can be met in that
setting. When considering a regular classroom placement, the IEP
team should consider what barriers there may be to the child's
success and how those barriers could be eliminated.
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19. Parents' Rights
Parents of children in special education are intended to
participate fully with professionals in designing their child's
educational program. To guarantee that parents have an
opportunity to participate, special education law provides
parents with the following rights:
* Notice. You have the right to receive written notice before
the school evaluates your child individually, considers
special education for your child, or changes your child's
placement. You also have the right to receive notice before
the school district refuses your request for an evaluation
or a change in placement.
* Records. You have the right to inspect and review all of
your child's educational records.
* Consent. You must give written consent before the school
district can evaluate your child or place your child in a
special education program.
* Evaluations. It is important to understand the following
about evaluations:
* You may refuse to permit an evaluation;
* If your child is evaluated and you think the evaluation is
not adequate, you have the right to get an INDEPENDENT
EVALUATION;
* The school district must reevaluate your child at least
every three years;
* All tests must be given in the language the child knows
best;
* You have the right to be fully informed of the results of
the evaluation.
* Due Process. You have the right to an impartial due process
hearing if you disagree with the school district on a
special education matter.
* Complaints. You have the right to file a complaint with the
Office of Public Instruction if the school district does not
comply with special education law.
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PROGRAM SUMMARY
Infant and Toddler Program
Preschool Special Education
Agency:
Developmental Disabilities Program/DPHHS
Local School District
Ages Served:
0-2
3-6
Eligibility:
developmentally delayed
child with disabilities or//
* cognitively impaired
* learning disabled
* emotionally disturbed
* multiply-disabled
* other health impaired
* orthopedically impaired
* hearing impaired
* deaf/blind
* visually impaired
* autistic
* traumatic brain injured
First Contact:
* STEP: 800-820-4180
* ECI: 406-247-3817
* Family Outreach: 406-443-7370
* CDC: 800-914-4779
* Quality Life Concepts: 800-761-2680
* DEAP: 800-224-6034
* Hi-Line Home Programs: 800-659-3673
local school district
Cost:
none
none
Services:
* family education and training
* respite
* service coordination
* family support
* related services
special education & related services
Program Plan:
IFSP
IEP
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PARENT EMPOWERMENT
As your child moves through the preschool special education
process, he or she will be learning many new skills. You as
parents will also be acquiring knowledge about yourselves, about
your child, and about the services and opportunities available
to your child. The more information you have, the more power and
control you will have over your child's educational future.
You can become empowered as a parent of a child with special
needs by doing the following:
* Contacting national, state and local disability groups for
more information about your child's disability;
* Reading materials available from the TRIC/PLUK Library at
Parents, Let's Unite for Kids (800-222-7585);
* Asking questions of the professionals who work with your
child;
* Keeping careful records of your child's medical and
educational history;
* Participating in parent training workshops;
* Joining a parent organization and gaining emotional and
social support.
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MORE INFORMATION
The information in this booklet is really just an outline of all
that you need to know about early intervention and preschool
special education services. You will want to know much more. The
easiest way to get information in Montana is to call Parents,
Let's Unite for Kids (PLUK) toll free at 1-800-222-7585, Monday
through Friday, 9:00 a.m.-5:00 p.m.
PLUK is a statewide organization of parents of children with
special needs. The person who answers your call will be an
experienced parent who is knowledgeable about the service system
in Montana and can help you get plugged into the services you
need.
PLUK also offers parent training workshops on stress management,
special education law, and advocacy techniques. The TRIC/PLUK
Library mails out materials on disabilities, equipment,
assistive devices, and many other topics. In addition, PLUK
publishes a monthly newsletter which focuses on issues of
interest to parents. Most importantly, PLUK has a network of
parents and parent support groups throughout Montana. A call to
PLUK can link you up with a parent in your area. All of PLUK's
services are free to parents of children with disabilities and
chronic illnesses.
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Agencies in Montana (Which Serve Infants, Toddlers and
Preschoolers)
Child and Family Services Agencies
Comprehensive Developmental Center (CDC) T-214 Fort
Missoula Missoula MT 59801; 406-549-6413; 406-542-0143
(fax); 800-914-4779
CDC Satellite Office 945 4th Ave E Kalispell
MT 59901; 406-755-2425; 406-755-2426 (fax)
Developmental Educational Assistance Program (DEAP)
2200 Box Elder St Box 986 Miles City MT 59301;
406-232-6034; 406-232-7018 (fax); 800-224-6034 (in MT)
DEAP Satellite Office PO Box 750 Colstrip MT
59323; 406-748-4629; 406-748-3607 (fax-call
first) DEAP Satellite Office 218 W Bell
Glendive MT 59330; 406-365-4909;
800-578-4909 (in MT); 406-365-6927 (fax)
DEAP Satellite Office PO Box 972 Lame Deer
MT 59043; 406-477-8002
Family Outreach 1212 Helena Ave Helena MT 59601;
406-443-7370; 406-449-6062 (fax)
Family Outreach Satellite Office 19 N 10th
Bozeman MT 59715; 406-587-2477; 406-587-9526
(fax) Family Outreach Satellite Office 641
Sampson Butte MT 59701; 406-494-1242;
406-494-1979 (fax)
Quality Life Concepts, Inc. PO Box 2506 600 6th St NW
Great Falls MT 59403; 406-452-9531; 406-453-5930
(fax); 800-761-2680 (in MT)
Quality Life Concepts Satellite Office PO
Box 527 Havre MT 59501; 406-265-2620;
406-265-2670 (fax) Quality Life Concepts
Satellite Office PO Box 1122 Cut Bank MT
59427; 406-873-4131; 406-873-4132 (fax)
Hi-Line Home Programs, Inc. 90 Hwy 2 East Glasgow MT
59230; 406-228-9431; 406-228-2984 (fax); 800-659-3673
(in MT)
Hi-Line Homes Satellite Office PO Box 909
Miles City MT 59301; 406-232-4925 Hi-Line
Homes Satellite Office PO Box 349 Sidney MT
59270; 406-482-6061; 800-628-8618 Hi-Line
Homes Satellite Office PO Box 26 Plentywood
MT 59254; 406-765-1282; 800-322-4175
Early Childhood Intervention (ECI) Billings Public
Schools 415 N 30th St Billings MT 59101; 406-247-3817;
406-247-3800; 406-247-3773 (fax) Support and
Techniques for Empowering People (STEP) 1501 14th St W
Suite 210 Billings MT 59102; 406-248-2055;
406-248-1493 (fax); 800-820-4180 (in MT, CO, ID,ND &
SD)
STEP Satellite Office 511 Montana Building
Lewistown MT 59457; 406-538-9759;
406-538-9759 (fax) STEP Satellite Office PO
Box 1638 Red Lodge MT 59068; 406-446-3436;
406-446-3436 (fax)
State Agencies
Office of Public Instruction (OPI) Division of Special
Education PO Box 202501 Helena MT 59620; 406-444-5661
Developmental Disabilities Program/DPHHS DPHHS
Building 111 Sanders PO Box 4210 Helena MT 59604;
406-444-2995; 406-444-0230 (fax)
Advocacy
Parents, Let's Unite for Kids (PLUK) 516 N 32nd St
Billings MT 59101; 406-255-0540; 406-255-0523 (fax);
800-222-7585 (in MT) e-mail: plukmt@wtp.net
Copyright (c) 1998 Parents, Let's Unite for Kids, all rights
reserved. plukmt@wtp.net
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