Early Intervention Transition
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The purpose of this initiative is to strengthen Rhode Island's transition system which supports children and their families as they move from an Early Intervention Program to Special Education Services, or to other early care and education programs.
Although Early Intervention (Part C) and Special Education (Part B) are both different parts of the Individuals with Disabilities Act (IDEA), there are many differences between the two systems. The chart below outlines some of these differences and similarities.
- Early Childhood Transition from Part C to Part B Timeline Requirements 88 kb (PDF)
Family Preparation for Transition from Early Intervention Planning Worksheet 759 kb (PDF)
- Preparacion De Familia Para La Transicion De Intervencion Temprana Hoja De Trabajo De planificacion 506 kb (PDF)
- Rhode Island Part B 619 Contacts234 kb (PDF)
- RI Early Intervention Transition Progress Summary Guidance
103 kb (PDF)
- RI Early Intervention Transition Progress Summary Form 45 kb (WORD)
- Transition Checklist for Children Less Than 28 Months 62 kb (PDF)
- Transition Checklist for Children Between 28 and 33 Months 62 kb (PDF)
- Transition Checklist for Children Between 45 and 90 Days 66 kb (PDF)
- Transition Conference Agenda 93 kb (PDF)
The Sherlock Center oversees a group of designated EI professionals that serve as 'Mentors' on Transition. The Transition Mentors meet bi-monthly to discuss current transition initiatives.
How is Special Education Different from Early Intervention?
|Early Intervention||Special Education|
|Goals||Program focuses on supporting the family so they may facilitate the development of their child||Program focuses on the child and his/her educational needs|
|Ages Served||Birth to Age 3||Age 3 to 21|
|Plan Document||IFSP - The Individualized Family Service Plan includes the goals and services agreed upon to enhance the development of the child and assist the family in the process||IEP - The Individualized Education Plan includes a description of the specialized education and related services necessary to meet the educational goals of the child|
|Eligibility||Eligibility determined by identified developmental delay, certain diagnosed conditions, or particular circumstances which may result in significant developmental problems||Eligibility determined by significant developmental delay for children under 8 years of age or diagnosed with one of the 13 IDEA disability categories|
|Service Environment||Services provided at the place where the child spends the majority of his/her time, 'natural environment'||Special education and services are provided in the 'least restrictive environment'|
|Recipient of Services||Recipient may be the child and/or the family||Recipient is the child only|
|Procedural Safeguards||Outline a family's rights and procedures such as parental consent, disagreement, access to records, prior written notice, and more||Outline a family's rights and procedures such as parental consent, disagreement, access to records , prior written notice, and more|