State Part H State Part H ------- --------- ------------ --------- Alabama $4,367,917 New Hampshire 1,522,232 Alaska 1,524,910 New Jersey 8,552,266 Arizona 5,040,920 New Mexico 1,890,168 Arkansas 2,511,863 New York 21,361,708 California 40,347,086 North Carolina 6,809,052 Colorado 3,893,981 North Dakota 1,374,985 Connecticut 4,095,944 Ohio 10,460,369 Delaware 1,374,985 Oklahoma 3,722,478 District Oregon 3,142,903 of Columbia 1,383,883 Pennsylvania 12,590,173 Florida 15,212,617 Puerto Rico 4,107,217 Georgia 7,438,660 Rhode Island 1,564,797 Hawaii 1,590,820 South Carolina 4,103,199 Idaho 1,479,484 South Dakota 1,374,985 Illinois 13,736,885 Tennessee 5,624,612 Indiana 6,442,058 Texas 24,258,785 Iowa 2,809,586 Utah 2,826,559 Kansas 2,802,012 Vermont 1,374,985 Kentucky 3,928,148 Virginia 7,329,204 Louisiana 5,275,752 Washington 5,946,345 Maine 1,374,985 West Virginia 1,878,151 Maryland 6,239,596 Wisconsin 5,649,829 Massachusetts 8,492,708 Wyoming 1,423,267 Michigan 10,176,247 American Samoa 514,726 Minnesota 5,094,610 Guam 1,139,887 Mississippi 2,836,013 Northern Mariana Missouri 5,724,039 Islands 342,601 Montana 1,395,819 Palau 104,018 Nebraska 1,758,114 Virgin Islands 671,387 Nevada 1,759,009 Bureau of Indian Affairs 3,862,461 --------------------------- U.S. and Outlying Areas $315,632,000 50 States, D.C. & P.R. $308,996,920
SOURCE: U.S. Department of Special Education Programs, Office of Special Education Programs, Data Analysis System (DANS).
Table 2.6 reports the number of infants and toddlers birth through age 2 who were counted under Chapter 1 Handicapped Program on December 1, 1993, and those counted on December 1, 1994, who would have been eligible to be counted under the Chapter 1 Handicapped Program if it had continued to exist. These numbers were used to allocate the $34,000,000 added to compensate for the addition of children formally served under the Chapter 1 Handicapped Program. By far the largest change from those served on December 1, 1993, to those counted on December 1, 1994, occurred in California. The State reported it would have served 5,525 more children (590 percent). Palau reported that its percentage served would have increased by 580 percent. However, the change in the number of children in Palau was small (29). Overall, 41 States and Outlying Areas reported an increase, 11 reported a decrease, and 5 had reported serving no children in the Chapter 1 Handicapped Program on December 1, 1993.
Number of Children December 1, December 1, Change from Previous Year State 1993 1994 Number Percent ------- ------ ------ ------ ------- Alabama 780 904 124 15.9 Alaska 605 376 -229 -37.9 Arizona 998 1,303 305 30.6 Arkansas 1,160 713 -447 -38.5 California 936 6,461 5,525 590.3 Colorado 947 938 -9 -1.0 Connecticut 1,266 1,994 728 57.5 Delaware 40 70 30 75.0 Dist. of Columbia 308 204 -104 -33.8 Florida 8,619 7,696 -923 -10.7 Georgia 189 214 25 13.2 Hawaii 793 957 164 20.7 Idaho 764 869 105 13.7 Illinois 4,154 4,250 96 2.3 Indiana 2,763 3,071 308 11.1 Iowa 969 1,006 37 3.8 Kansas 887 1,106 219 24.7 Kentucky 978 1,354 376 38.4 Louisiana 2,078 2,251 173 8.3 Maine 0 0 0 0 Maryland 3,356 3,794 438 13.1 Massachusetts 7,197 8,114 917 12.7 Michigan 3,004 3,084 80 2.7 Minnesota 2,436 2,567 131 5.4 Mississippi 80 81 1 1.3 Missouri 2,087 2,322 235 11.3 Montana 402 480 78 19.4 Nebraska 722 736 14 1.9 Nevada 596 728 132 22.1 New Hampshire 661 767 106 16.0 New Jersey 2,369 2,696 327 13.8 New Mexico 67 47 -20 -29.9 New York 5,914 8,635 2,721 46.0 North Carolina 874 0 -874 -100.0 North Dakota 195 208 13 6.7 Ohio 0 0 0 0 Oklahoma 1,460 1,687 227 15.5 Oregon 1,271 1,256 -15 -1.2 Pennsylvania 6,227 6,349 122 2.0 Puerto Rico 0 0 0 0 Rhode Island 672 798 126 18.8 South Carolina 1,399 1,350 -49 -3.5 South Dakota 286 356 70 24.5 Tennessee 2,059 2,312 253 12.3 Texas 8,676 9,691 1,015 11.7 Utah 1,106 1,209 103 9.3 Vermont 160 313 153 95.6 Virginia 2,334 2,818 484 20.7 Washington 2,226 2,242 16 0.7 West Virginia 1,307 1,377 70 5.4 Wisconsin 2,998 3,321 323 10.8 Wyoming 427 432 5 1.2 American Samoa 0 0 0 0 Guam 18 0 -18 -100.0 Northern Mariana Islands 44 31 -13 -29.5 Palau 5 34 29 580.0 Virgin Islands 0 0 0 0 ------ ------- ------ ---- U.S. & Outlying Areas 91,869 105,572 13,703 14.9 50 States, D.C., & P.R. 91,802 105,507 13,705 14.9SOURCE: Department of Education, Office of Special Education Programs, Data Analysis System (DANS).
Number of Infants and Toddlers Being Served
States and Outlying Areas were instructed to report the total number of infants and toddlers birth through age 2 receiving early intervention services according to an individualized family service plan (IFSP) on December 1, 1994. This total included infants and toddlers who would have been eligible under the Chapter 1 Handicapped Program, and those who received early intervention services through other programs. States and Outlying Areas reported to OSEP that on December 1, 1994, a total of 165,253 infants and toddlers with disabilities (1.4 percent of the entire birth through age 2 population) received early intervention services (see table 2.7). The States serving the largest percentages of infants and toddlers with disabilities in their resident population were Hawaii (6.78 percent), Delaware(4.29 percent), Ohio (3.47 percent), and Massachusetts (3.28 percent). However, 13 States served less than 1 percent of their infants and toddlers with disabilities.
Birth through Resident Percentage of State Age 2 Total Population Population -------- ----------- ---------- ---------- Alabama 1,302 180,511 0.72 Alaska 390 32,368 1.20 Arizona 1,471 205,039 0.72 Arkansas 1,642 101,298 1.62 California 19,471 1,695,405 1.15 Colorado 3,459 159,325 2.17 Connecticut 1,903 135,500 1.40 Delaware 1,277 29,742 4.29 District of Columbia 204 25,881 0.79 Florida 7,115 567,277 1.25 Georgia 3,239 325,946 0.99 Hawaii 3,883 57,239 6.78 Idaho 869 51,843 1.68 Illinois 7,937 549,180 1.45 Indiana 4,138 242,796 1.70 Iowa 1,006 110,452 0.91 Kansas 1,200 108,749 1.10 Kentucky 1,334 155,144 0.86 Louisiana 2,633 202,451 1.30 Maine 475 44,433 1.07 Maryland 3,794 223,953 1.69 Massachusetts 8,114 247,643 3.28 Michigan 3,598 407,712 0.88 Minnesota 2,567 190,119 1.35 Mississippi 422 124,276 0.34 Missouri 2,322 221,299 1.05 Montana 482 34,218 1.41 Nebraska 736 67,659 1.09 Nevada 728 67,808 1.07 New Hampshire 792 46,419 1.71 New Jersey 3,010 341,222 0.88 New Mexico 1,480 82,924 1.78 New York 9,461 826,290 1.14 North Carolina 5,997 301,038 1.99 North Dakota 210 25,071 0.84 Ohio 16,056 462,468 3.47 Oklahoma 1,687 141,495 1.19 Oregon 1,256 121,768 1.03 Pennsylvania 6,349 467,630 1.36 Puerto Rico 4,183 . . Rhode Island 801 41,973 1.91 South Carolina 1,591 162,938 0.98 South Dakota 359 31,879 1.13 Tennessee 3,156 217,040 1.45 Texas 9,470 939,926 1.01 Utah 1,560 108,425 1.44 Vermont 314 21,732 1.44 Virginia 2,086 279,008 0.75 Washington 2,242 232,222 0.97 West Virginia 1,538 64,196 2.40 Wisconsin 3,321 204,350 1.63 Wyoming 423 19,230 2.20 American Samoa 35 . . Guam 134 . . Northern Mariana Islands 31 . . ------- ---------- ---- U.S. and Outlying Areas 165,253 11,704,510 1.41 50 States, D.C., & P.R. 165,053 11,704,510 1.41
NOTE: No Census data are available for the Outlying Areas.
SOURCE: U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).
Figure 2.1 shows two distinct trends in the number of infants and toddlers served during the last 5 years. During 1990, 1991, and 1992, the total number of infants and toddlers served decreased. This decrease is probably an artifact of the data collection practices used during the early years of the program. States had difficulty obtaining unduplicated child counts, and some children who received services without the benefit of an IFSP were counted. The 1994 count represents the first time that all States were in the implementation phase. For the second year in a row since 1992, the total number of infants and toddlers with disabilities served has increased. It is likely that this increase represents the expansion of child find and public awareness efforts.
Settings and Services
The settings in which infants and toddlers with disabilities and their families are served are divided into eight reporting categories. The categories are based on the location of services provided to infants and toddlers with disabilities on December 1, 1993 (see figure 2.2). If the eligible child and family receives services in more than one setting, then the setting in which the child and family receive most of their services is the one that is counted. Although the information concerning settings provided by States and Outlying Areas is improving, several entities had difficulty responding completely. However, the majority (93 percent) of all infants and toddlers continue to receive most of their services in one of three settings: home, early intervention classrooms, or outpatient service facilities. In 1993, most services were delivered at home (66,547 children or 47 percent), followed by early intervention classrooms (43,535 children or 30 percent) and outpatient service facilities (23,302 or 16 percent), while the services offered in the remaining settings totaled to approximately 7 percent.
The pattern of the settings used is the same for infants and toddlers ages 1 to 2 and 2 to 3, and only varies slightly for the birth to 1 population (see figure 2.3). At all age levels, home is the most frequently used setting. Then, for infants and toddlers ages birth to 1, the outpatient service facility is the second and the early intervention classroom is the third most common setting used. For infants and toddlers ages 1 to 2 and 2 to 3, the early intervention classroom is the second and the outpatient service facility is the third most common setting.
States and Outlying Areas also continue to improve data collection methods employed to tabulate the services provided to infants and toddlers and their families. However, three entities did not provide information about the services provided. Figure 2.4 shows the number of infants and toddlers who received each service offered. The five most commonly provided services are: (1) special instruction (69,580 infants and toddlers), which includes designing appropriate learning environments and activities, curriculum planning, and providing families with information, skills, and support; (2) family training, counseling, and home visits (49,231), which are designed to assist the family in understanding the needs of the child; (3) speech language pathology (42,137); (4) physical therapy (35,810); and (5) occupational therapy (32,212).
To address the problems related to the personnel data collection, OSEP convened a task force in February 1994 to review the Part H personnel form, with the goals of improving usefulness of the data collection to States and improving the quality of the data. The members represented a diverse group of experts, including selected Part H data managers, Part H coordinators, Interagency Coordinating Council (ICC) members, parents, researchers in the area of special education,personnel serving infants and toddlers, and representatives from the National Association of State Directors of Special Education (NASDSE). The task force recommended several major changes to the data collection form. In the field test, a form that expanded the number of personnel categories and categorized employment status in a different way was used. Feedback from field test participants indicated that the revised, field-tested form was too complex. Further development of personnel issues will be reexamined after reauthorization of IDEA. OSEP continues to work closely with the States on this issue.
To coordinate the multiple Part H funding mechanisms, disciplines, and resources, a collaborative infrastructure is necessary. The Part H legislation requires ICCs at the Federal and State levels to facilitate collaboration. Recognizing that much of the implementation of Part H occurs at the local level, 41 States have established local ICCs as an integral factor of their Part H systems (NEC*TAS, 1995). Through the ongoing activities of these local councils, a wide range of community agencies work together to build local service systems to deliver services that comply with the Part H program requirements. Some achievements of local ICCs listed in a report submitted to the Federal ICC (NEC*TAS, 1995) included: (1) developing service systems that are easily accessible and culturally sensitive; (2) expanding outreach, child find, and public awareness activities; (3) developing options that include both home-based and community-based service delivery models; (4) maximizing community resources by building on existing resources; and (5) diversifying the overall service provider base and coordinating the services provided to a broad range of participants.
A second area of concern challenging many States is the shortage of personnel qualified to work with infants and toddlers and their families. The Part H legislation requires States to develop a comprehensive system of personnel development (CSPD) that is consistent with Part B of IDEA. States have identified a variety of other CSPD activities and strategies to address personnel shortages, including: (1) collaborating with institutions of higher learning to offer preservice training and recruitment incentives; (2) establishing a competency-based system for awarding credentials and certification to ensure that the highest personnel standards are met; (3) developing creative, collaborative training and technical assistance opportunities for parents and for personnel who provide early intervention services; and (4) involving parents in developing and implementing personnel training (NEC*TAS, 1995).
To further address personnel shortages, States have diversified the strategies they use to obtain qualified personnel to meet the demands of providing early intervention services. Specifically, Striffler(1995) reports four different strategies that are currently being used by States. Nine States have developed procedures for recruiting and employing representative numbers of personnel who share the ethnic and cultural backgrounds of the various families in their State. Twelve States have developed procedures for recruiting and employing personnel to work in traditionally underserved areas. In addition, 18 States have developed service delivery models that have successfully placed personnel in previously underserved areas. Finally, 15 States have worked with junior and senior high schools to promote careers in early intervention.
6 The Improving America's Schools Act (IASA) of 1994 merged the Chapter 1 Handicapped Program with Parts B and H of IDEA. While the majority of Chapter 1 Handicapped Program funds was rolled into Part B, the IASA included a number of provisions to ensure that eligible children under Part H would not be adversely affected. The hold harmless provision was the most significant one. The hold harmless provision states that for FY 1995-97, no State may receive less than the combined total it received for infants and toddlers birth through age 2 under the Chapter 1 Handicapped Program and Part H programs in fiscal year 1994. However, in fiscal years 1998 or 1999, if the total number of infants and toddlers birth through age 2 in a State declines below the number reported for fiscal year 1994, the hold harmless amount would be reduced by the same percentage. For 1995, $34,000,000 of the Part H appropriation was distributed based on the count of infants and toddlers birth through age 2 on December 1, 1994, who would have been eligible to participate under the Chapter 1 Handicapped Program.
7 Under the Part H regulations, the Federated States of Micronesia and the Republic of the Marshall Islands are not eligible to receive Part H Program or Preschool Grants Program funds. Therefore, they are not in some of the tables in this chapter.
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[Other OSEP Programs and Projects Benefitting Young Children with Disabilities]
