Physicians, Health Care Providers and Early Intervention

Feel free to print and/or copy any original materials contained in this packet. KITS has purchased the right to reproduce the copyrighted articles included in this packet. Any additional duplication should adhere to appropriate copyright law.

The example organizations, people, places, and events depicted herein are fictitious. No association with any real organization, person, places, or events is intended or should be inferred.

_{Compiled by Vera Lynne Stroup-Rentier, M.Ed. and David P. Lindeman, Ph.D.}

_{March 2002}

_{Kansas Inservice Training System}

_{Kansas University Center on Developmental Disabilities}

_{Adapted for accessibility and transferred to new website October 2022}

_{Kansas Inservice Training System is supported though Part C, IDEA Funds from the Kansas Department of Health and Environment.}

_{The University of Kansas is and Equal Opportunity/Affirmative Action Employer and does not discriminate in its programs and activities. Federal and state legislation prohibits discrimination on the basis of race, religion, color, national origin, ancestry, sex, age, disability, and veteran status. In addition, University policies prohibit discrimination on the basis of sexual orientation, marital status, and parental status.}

Table of Contents

Letter from the Director

Introduction to Components of Early Intervention Service Delivery

Introduction to Early Intervention Services in Kansas

Appendix

Packet Evaluation

Letter from the Director

March 2002

Dear Colleague,

Since P.L. 99-457, the Individuals with Disabilities Education Act (IDEA), was passed in 1986, the role of physicians and health care providers has been critical to the success of early intervention services and programs. It is difficult, however, to involve these professionals in an active way in our programs due to the demands of their schedules and the nature of their jobs. This packet has been provided to you, as the coordinator of an infant/toddler network or preschool program, so you can provide physicians and health care professionals in your area with information about early intervention services. Please use and disseminate as appropriate.

We hope that you will find that the packet contains helpful information. After you have examined the packet, please complete the evaluation found at the end of this packet. Thank you for your interest and your efforts toward the development of quality services and programs for young children and their families.

Sincerely,

David P. Lindeman, Ph.D.

KITS Director

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Introduction to Components of Early Intervention Service Delivery

Components of Early Intervention Service Delivery

• Eligibility
• The Individual Family Service Plan (IFSP)
• Transition

This packet contains an article by the American Academy of Pediatrics, “The pediatrician’s role in development and implementation of an Individual Education Plan (IEP) and/or an Individual Family Service Plan (IFSP)”, volume 104, number 1, July 1999, pp. 124-127. This article can be retrieved in PDF form from the American Academy of Pediatrics. 

First Contact

• Establish rapport with family. Family information and child data gathered.

Evaluation Preparation

• Appropriate personnel chosen for evaluation process. Family members are considered central information providers during evaluation. Team members share information across disciplines. Family Service Coordinator shares summarized information with the family.

Evaluation Summary Discussion with the Family

• Child’s strengths and needs are established. Family’s concerns, priorities, and resources are discussed.

Individualized Family Service Plan (IFSP) Development

• Family and team develops outcomes, strategies, and activities.
• Family and team reach consensus on which IFSP outcomes and activities will be initiated first.

Activity Planning

• Team establishes regular meetings to monitor IFSP implementation, to assign daily or weekly activities, and to make revisions in the plan.

Program Implementation

• Team implements the plan with the family.
• Team members monitor the implementation, maintain accountability for their discipline, and provide support and supervision.

_{Adapted from Woodruff, G., & Hanson, C. (1987). Unpublished manuscript. Funded by the U.S. Department of Education, Special Education Programs, Handicapped Children’s Early Education Program.}

Eligibility 

There are three phases in the early identification/intervention process.

1. Screening: All infants and toddlers are eligible to participate in the screening process.
2. Evaluation and assessment: A child is eligible for an evaluation when he/she a) is suspected of having a developmental delay, or b) has a diagnosed condition with an established risk for developmental delay, or c) has a concern identified at a screening.
3. Intervention: Based on the evaluation, some children will be identified as in need of early intervention services.

Eligibility Criteria in Kansas

Definition of Developmental Delay

Children ages birth through two, when measured by appropriate diagnostic instruments and procedures in one or more of the following developmental areas:

• cognitive
• physical
• communication
• social or emotional
• adaptive or self-help

Will be identified as developmentally delayed when:

1. There is a discrepancy of 25% or more between chronological age after correction for
2. prematurity, and developmental age in any one area or;
3. Child is functioning at 1.5 standard deviations or more below the mean in any one or;
4. Delays of at least 20% or at least 1 standard deviation below the mean in 2 or more areas are determined or;
5. Clinical judgment of the multidisciplinary team (including the professional in the area(s) of delay) concludes a developmental delay exists when specific tests are not available or when testing does not reflect the child’s actual performance.

Definition of established risk for developmental delay

Children ages birth through two with a diagnosed mental or physical condition that has a high probability of resulting in developmental delay, or based on informed clinical opinion, are eligible for early intervention services. The delay may or may not be exhibited at the time of diagnosis but the natural history of the disorder includes the need for early intervention services.

Examples of such conditions include, but are not limited to:

1. Chromosomal disorders associated with developmental delay (e.g., Down syndrome);
2. Congenital and acquired syndromes and conditions associated with developmental delay (such as spina bifida, muscular dystrophy, cerebral palsy);
3. Sensory impairments such as hearing or vision impairment;
4. Inborn errors of metabolism;
5. Disorders secondary to exposure to teratogenic substances including fetal alcohol syndrome;
6. Severe attachment disorders;
7. A combination of risk factors that, taken together, makes developmental delay highly probable.

_{Kansas Department of Health and Environment. (1998, May). Procedure Manual for Infant-Toddler Services in Kansas. Topeka: Author.}

The Individual Family Service Plan

The IFSP must include the following content (34 CFR 303.344), which must be fully explained to parents.

• Information about the child’s status based on professionally acceptable objective criteria including present level of:
  • Physical development
    • Health (including nutrition)
    • Vision
    • Hearing
    • Motor
  • Cognitive development;
  • Communication, language, and speech development;
  • Social or emotional development;
  • Adaptive development.
• Family Information (with the concurrence of the family): a statement of the family’s resources, priorities, and concerns related to enhancing the development of their child.
• Outcomes expected to be achieved for the child and family, and the criteria, procedures and timelines used to determine:
  • The degree to which progress toward achieving the outcomes is being made; and
  • Whether modifications or revisions of the outcomes or services are necessary.

_{Kansas Department of Health and Environment. (1998, May). Procedure Manual for Infant-Toddler Services in Kansas. Topeka: Author.}

Hospital to Home Transition

Guidelines

• Hold transition planning team meetings at the hospital.
• Involve both administrators and direct service providers.
• Allow involvement to be one-time or ongoing.
• Ask to make presentations at Grand Rounds, staff inservices, subsection meetings and interagency meetings.
• Learn the terminology used by various agency and hospital staff.
• Allow time for representatives from each agency and hospital to explain the services they provide.
• Use a case review approach to evaluate a recent transition.
• Involve a member of the hospital forms committee--either as a team member or as a reviewer--to evaluate proposed forms.
• Start with medical and agency forms and procedures that are in place--review and adapt them to meet Infant-Toddler Services requirements. (Example: modify the hospital care plan to include the requirements of an interim Individualized Family Service Plan [IFSP]).
• Prepare to institute an IFSP or interim IFSP to meet family needs while the child is still hospitalized.
• Coordinate hospital social services with community-based services to provide for family needs during the child’s hospitalization (information, transportation, child care for other children).
• Plan ahead with community agencies so that family support services, such as transportation and respite care, may be accessed on an immediate, emergency basis.

_{Adapted with permission from Bridging Early Services Transition Taskforce. (1995). Hospital to home: A transition guide for planners. McPherson, KS: Associated Colleges of Central Kansas.}

Transition to Preschool

Guidelines

The IFSP must include the steps to be taken to support the transition of the child to ‑

• Preschool services under Part B of IDEA (see KSDE Regulations), to the extent those services that may be available and appropriate; or
• Other services that may be available, if appropriate.

These steps shall include:

• Discussions with, training of or instruction for parents regarding future placements, and other matters related to the child’s transition;
• Procedures to prepare the child for changes in service delivery, including steps to help the child adjust to, and function in, a new setting;
• With parental consent, the transmission of information about the child to the local educational agency, to ensure the continuity of services, including evaluation and assessment information and copies of IFSPs.
• Consideration of the financial responsibilities of all appropriate agencies;
• Decisions about the responsibility for performing or sharing evaluations of children;
• Development and implementation of an individualized family service plan or an individualized education program (IEP);
• Mechanisms to ensure the uninterrupted provision of appropriate services to the child, including the summer months. Extended school year services during the summer for a three‑year‑old child shall be determined by the Part B team; and
• Convening of a meeting to develop a transition plan.

_{Kansas Department of Health and Environment. (1998, May). Procedure Manual for Infant-Toddler Services in Kansas. Topeka: Author.}

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Introduction to Early Intervention Services in Kansas

• Please read the article “Pediatricians and early intervention: Everything you need to know but are too busy to ask” by Richard Solomon in Infants and Young Children, 7(3), pp. 38-50, copyright 1995 by Aspen Publishers, Inc.

Physicians, Health Care Providers and Early Intervention: Everything you need to know but are too busy to ask

Why do you need to know about early intervention?

Research shows that children’s growth and development are most rapid in the early years of life. The earlier in a child’s life that problems or potential risks are identified, the greater the chance of eliminating or minimizing existing problems or preventing future problems through early intervention. Physicians are key to early identification and referral. Their routine contacts with children and families can be the gateway for the provision of early intervention services.

Early intervention programs have been proven effective. Early intervention is important because:

• It increases the child’s potential and readiness for school;
• It decreases the need for costly special education program later;
• It provides support to parents to meet the needs of their child; and
• It minimizes the likelihood of institutionalization, again saving costs.

Early intervention coordinates existing resources rather than adding new ones. Interagency coordination reduces the fragmentation and duplication of services resulting in more effective use of existing resources. Early intervention works with existing medical/health programs to provide additional resources to support the child and family.

Who can receive early intervention services?

Early intervention is for children from birth to three years of age, who have developmental disabilities. Children in Kansas are eligible for early intervention services if they:

• Have an established risk for, or a high probability of developing a delay. For example:
  • Chromosomal disorders (e.g., Down Syndrome);
  • Congenital and acquired syndromes and conditions such as spina bifida, muscular dystrophy, cerebral palsy;
  • Sensory impairments such as hearing or vision impairment;
  • Inborn errors of metabolism;
  • Disorders secondary to exposure to teratogenic substances including fetal alcohol syndrome;
  • Severe attachment disorders;
  • A combination of risk factors that taken together makes developmental delay highly probable.
• Currently exhibit a delay in one or more of the developmental areas:
  • Cognitive
  • Social or Emotional
  • Communicative
  • Physical
  • Adaptive

What services are available?

(Services are provided at no cost to eligible children.)

• Audiology
• Health Services
• Vision Services
• Transportation and Related Costs
• Assistive Technology Services and Devices
• Nursing Services
• Physical Therapy
• Occupational Therapy
• Social Work Services
• Nutrition Services
• Special Instruction
• Psychological Services
• Family Training, Counseling and Home Visits
• Speech-Language Pathology
• Family Service Coordination
• Medical Services: Diagnostic and Evaluation

Adapted from: Family-guided Approaches to Collaborative Early Intervention Training and Services (FACETS), Grant #H024D30033, University of Kansas.

An Introduction to Early Intervention Services in Kansas

Infant-Toddler Services (ITS) are a comprehensive, statewide system of community-based, family-centered early intervention services for young children with disabilities, ages 0-3, and their families. Services are provided through the implementation of Part C of the Individuals with Disabilities Education Act (IDEA) at no cost to families.

Thirty-seven local early intervention networks provide an array of sixteen services to eligible children and their families through a variety of public and private resources. The leadership for these networks is primarily in the form of local Interagency Coordinating Councils, which provide direction and work with multiple agencies to insure quality services. These services are designed to meet the special needs of the child and family, are identified through a multidisciplinary assessment process, and are provided through an Individualized Family Service Plan (IFSP). Family members are important partners in this team approach to the provision of services.

Early intervention services that are available to eligible children and their families include speech, occupational and physical therapies, audiology, special instruction, family training, counseling, assistive technology, social work, vision, psychological, and nutrition services. Additionally, there are specific types of medical, health, nursing and transportation services available. Family service coordination is available to assist families in determining if their child is eligible for services, developing an IFSP, and transitioning children to preschool services when they turn three years of age (Kansas Department of Health and Environment, 2001).

The following link is to a brochure on the Infant-Toddler Services section of the KDHE website that reflects the current community networks in Kansas. The map indicates a county by county breakdown of where early intervention programs are located in Kansas.

Local programs brochure(.pdf)

Early Intervention Services Diagram

*If the image displays too small on your screen, you may wish to save it to your device to view it. 

_{Hutinger, P.L. (1994). Integrated program activities for young children. In L. J. Johnson, R. J. Gallagher, M.J. LaMontagne, J. B. Jordan, J.J. Gallagher, P.L. Huntiger, & M. B. Karnes (Eds.), Meeting early intervention challenges: Issues from birth to three. (2nd ed., p.60). Baltimore: Brookes. Adapted with permission from Brookes Publishing Co., P.O.Box 10624, Baltimore, MD 21285-0624.}

Early Intervention Services

1. Early intervention services are designed to meet the individual needs and interests of the child and family, in order to achieve the outcomes listed in the IFSP. Early intervention services include, but are not limited to:
2. Assistive technology services and devices - any item, piece of equipment or product which is used to increase, maintain or improve capabilities of young children with disabilities.
3. Audiology - these services include screening, identification, and provision of services for children with hearing loss.
4. Family training, counseling, and home visits - services provided by social workers and/or psychologist to assist families in understanding the special needs of their child.
5. Health services - services such as, but not limited to, tube feeding, tracheostomy care and consultation by physicians.
6. Medical services for diagnostic or evaluation purposes - services provided by a licensed physician to determine a child’s developmental status and need for early intervention services.
7. Nursing services - services include assessment of health status, provision of nursing care and administration of medications and treatments.
8. Nutrition services - services include conducting individual assessments, developing and monitoring appropriate nutrition plans and referrals to appropriate resources.
9. Occupational therapy - services to address the child’s needs related to adaptive, sensory, motor and postural development to improve their functional ability.
10. Physical therapy - services to promote motor functioning including screening, evaluation, assessment, intervention to improve movement dysfunction and related problems.
11. Psychological services - services include psychological and developmental testing, interpreting assessment results and assisting families in planning and managing psychological services.
12. Family service coordination services - assistance and services provided by a family service coordinator for a child eligible for Part C services.
13. Social work services - services include home visiting, social or emotional developmental assessment, and identifying, mobilizing and coordinating community resources and services for the child with disabilities and their family.
14. Special instruction - the design of learning environments, activities and curriculum planning to enhance the child’s development and meet the outcomes identified on the IFSP.
15. Speech-language pathology - identification of and services for children with communicative or oropharyngeal disorders.
16. Transportation and related costs - the cost of travel and costs related to travel that are necessary for a child to receive Part C services.
17. Vision services - services include, but are not limited to, evaluation and assessment of visual function, referral for medical or other professional services and other training necessary to activate visual motor activities.

_{Kansas Department of Health and Environment. (1998, May). Procedure manual for Infant-Toddler Services in Kansas. Topeka: Author.}

Early Intervention Professionals

The following is list of early intervention professionals who may work with a child with disabilities and their family.

• Speech and Language Pathologist - A professional who screens, diagnoses, and treats communication disorders related to voice, language, fluency, articulation, oral-motor skills, and hearing.
• Audiologist - A professional who screens and diagnoses hearing problems, evaluates hearing aid fittings, and may provide services relating to language development and hearing aid use.
• Early Childhood Special Education Teacher and/or Early Interventionist - A teacher with training and experience in educating children with special needs.
• Family Service Coordinator - The professional who coordinates all the early intervention services from initial referral through the service delivery process and program evaluation.
• Vision Specialists - A professional who tests and suggests programs for children who have a visual impairment or are blind.
• Teacher of the Deaf and Hearing Impaired - A teacher with special training and experience in educating children who are deaf or hearing impaired.
• Occupational Therapist - A therapist who tests and suggests programs for perceptual problems, gross and fine motor difficulties, and suggests methods to teach skills needed for activities of daily living.
• Physical Therapist - A therapist who tests and suggests programs for gross and fine motor difficulties, walking problems, and methods to teach activities of daily living.
• Social Worker - A professional with training and experience in helping people interact with society, family, co-workers, and in dealing with financial difficulties. This professional also connects people to other specialists.

_{Adapted with permission from Dunlap, L.L. (Ed.). (1997). An introduction to early childhood special education. (p. 5). Boston: Allyn & Bacon.}

Early Intervention Acronyms in Kansas

EC - Early Childhood (ages Birth to 8)

ECSE - Early Childhood Special Education

EHS - Early Head Start

EI - Early Intervention (from Birth to age 3)

EIS - Early Intervention Services

EPSDT - Early Periodic Screening, Diagnosis, and Treatment

FAPE - Free, Appropriate, Public Education

FICC - Federal Agency Coordinating Council

IDEA - Individuals with Disabilities Education Act

IEP - Individual Education Program

IFSP - Individualized Family Service Plan

KDHE - Kansas Department of Health and Environment

KITS - Kansas Inservice Training System (KITS)

KSDE - Kansas State Department of Education

LEA - Local Education Agency

LHD - Local Health Department

LICC - Local Interagency Coordinating Council

OSEP - Office of Special Education Programs

OSERS - Office of Special Education and Rehabilitative Services

PL - Public Law

SEA - State Education Agency

SICC - State Interagency Coordinating Council

SRS - Social Rehabilitation Services

Timelines

Community Networks in Kansas are required to adhere to the following Federal and State legislation timelines when providing early intervention services:

* Based on calendar days

** This is not legislated in Kansas, just a suggested guideline.

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Appendix

The last section includes forms to assist early intervention networks in interfacing with physicians and health care providers through and during the referral and child find process.

Glossary of Terms

Assessment - Ongoing procedures used by qualified personnel throughout the period of a child’s eligibility for early intervention services to identify:

• child’s unique strengths and needs
• family resources, priorities, and concerns related to the development of their child
• supports and services necessary to meet the child’s developmental needs and enhance the family’s ability to meet those needs

Family Service Coordinator - The individual selected through the IFSP process and designated on the IFSP to coordinate early intervention services and integrate the family into the process. They have knowledge of the nature, scope, and availability of services within the early intervention system, the system of payments for early intervention services, and other pertinent information.

Child Find System - Coordinated efforts in Kansas to locate and identify all children

Due Process - Rights afforded to parents, legal guardians, and surrogate parents to ensure that children and their families receive the early intervention services to which they are entitled under Part C of the Individuals with Disabilities Act (IDEA).

Early Intervention Services (EIS): Services designed to meet the developmental needs of the eligible child and the needs of their family and:

• selected in collaboration with families
• provided under public supervision by qualified personnel
• in conformity with their IFSP
• at no cost to families
• consistent with standards of the State
• provided in natural environment, which include home and community settings in which children without disabilities or delays participate

Early Intervention System - The total effort in the State to meet the needs of eligible children and their families.

Evaluation - Procedures used by appropriate qualified personnel to determine children’s initial and continuing eligibility.

Individualized Family Services Plan (IFSP) - Written plan for providing early intervention and other services to an eligible child and the child’s family which:

• is developed jointly by the family and appropriate qualified personnel involved in the provision of early intervention services
• is based on a multidisciplinary evaluation and assessment of the child
• includes services necessary to enhance the development of the child and the capacity of the family to met the special needs of the child

Infants and Toddlers with Disabilities - Children from birth through three years of age who are eligible for early intervention services, as documented by appropriate qualified personnel because they:

• are experiencing at least a 25 percent delay, as measured and verified by appropriate diagnostic instruments and procedures, in one or more of the following developmental areas:
  • Cognitive
  • Physical, including vision and hearing
  • Communication (expressive and receptive)
  • Social or emotional development
  • Adaptive or self-help development
• manifest atypical development or behavior which is demonstrated by abnormal quality of performance and function in one or more of the above specified developmental areas, and which interferes with current development and is likely to result in subsequent delay
• have a diagnosed physical or mental condition that has a high probability of resulting in developmental delay

Local Interagency Coordinating Council (LICC) - The council that provides guidance to all participating agencies in implementing early intervention programs at the local level.

The State Interagency Coordinating Council (SICC) - Established to serve all participating Part C Community Networks within the State. In Kansas this is called the Kansas Coordinating Council on Early Childhood Developmental Services.

Multidisciplinary - The involvement of two or more disciplines or professions in the provision of integrated and coordinated services, including evaluation and assessment activities and the development of the IFSP.

Natural Environments - Settings that are natural or normal for a child’s same-age peers who have no disability.

Parent - A parent, guardian, a person acting as a parent of a child, or a surrogate parent who has been appointed in accordance with state regulations.

Service Provider - A public or private agency designated to provide early intervention services for an eligible child and the child’s family, in accordance with an approved IFSP.

State Lead Agency - The agency responsible for the planning, supervision, monitoring, and technical assistance required for implementation of Part C, Early Intervention Services for Infants and Toddlers with Disabilities. In Kansas, the Department of Health and Environment serves as the state lead agency.

_{Adapted from Messina, J. J. (1987). Tools for parents of children with special needs. Tampa, FL: Advanced Development Systems. Retrieved March 13, 2002, from http://www.coping.org/copingbook/glossary.htm  - Website has since been discontinued.} 

Kansas Early Intervention Program (BLANK)

This form is a sample that physicians or health care providers may have families complete when referring them to their local early intervention program. Adapt as appropriate.

Patient Referral/Permission for Screening
Child's name:
Gender: M/F
Date of birth:
Today's date:
Parent's name:
Phone:
Address:
City:
Child's physician:
Address:
Phone:

Why are you referring this child at this time?
Have you talked to another professional about your concerns? If yes, explain.
Does your child have any serious health problems or allergies? If yes, explain.
What do you feel are your child's strengths and talents?
Is there anything else you would like us to know about your child and family?
What is the best time to contact you and set up and initial appointment?

I hereby give the Birth to Three Program permission to screen my child.

Parent/Guardian signature:
Relationship:
Date:

Please return to:
Kansas Early Intervention Program
Address:

Physician Referral and Input Form (BLANK)

This form is a sample that physicians or health care providers may have families complete when referring them to their local early intervention program. Adapt as appropriate.

Contact Person:
Physician:
Address:
Phone:
Fax:
Email:

Contact Person:
EI Program:
Address:
Phone:
Fax:
Email:

Date:
Child's Name:
DOB:

Your patient has been referred to us by _________ for a multidisciplinary team evaluation to determine eligibility for Part C Early Intervention Services as well as for the development of the Individualized Family Service Plan (IFSP) if he/she qualifies for services.

The evaluation will include the following areas of development: cognitive, expressive and receptive communication, gross and fine motor, social/emotional and adaptive. Please forward a summary of this child's medical histpry and health status, any records of vision and/or hearing assessments, and any other information that you feel would be helpful. 

Please let us know how you would like to participate in the development of the IFSP.

___ I would like to attend the meeting. Please notify me of the date, time and location of the meeting.

___I would like to participate by. phone. Please notify me of the date and time of the meeting and the number to call.

___I would like to provide input by mail or email.

Please fax/email this completed form (and the requested information) to the name and program listed above to indicate your desired participation in the multidisciplinary evaluation and development of the IFSP. Please call if you have questions or additional information. Thank you for your attention to this request!

A copy of the IFSP will be sent to you for your review. 

_{Adapted from Virginia Babies Can’t Wait. (2000). Physician referral and input. Retrieved March 19, 2002 from http://www.dmhmrsas.state.va.us/vababiescantwait/partc1.htm  - site has since changed to https://dbhds.virginia.gov/developmental-services/early-intervention-for-infants-and-toddlers/}

Physicians and Health Care Providers Who Make Referrals to Early Intervention

• Pediatrician, M.D.—A medical doctor skilled in diagnosing and treating childhood diseases and in caring for children’s health.
• Family Practitioner, D.O. or M.D.—A physician who specializes in the practice of treating and caring for children and adults.
• General Practitioner, M. D.—A medical doctor who specializes in treating and caring for patients who have general health problems.
• Public Health Nurse—A registered nurse (RN) who surveys, screens, and manages family and community health care.
• Dentist, D.D.S.—A person licensed to practice dentistry (teeth and oral cavity).
• Orthopedist, M.D.—A medical doctor who diagnoses and treats bone and skeletal disorders.
• Cardiologist, M.D.—A medical doctor who diagnoses, treats, and manages heart disorders.
• Child Psychologist—A specialist who focuses on understanding and treating the behavioral and emotional problems of children.
• Otologist, E.N.T., M.D.—A medical doctor who diagnoses, treats, and manages physical disorders relating to the ear, nose, and throat.
• Ophthalmologist, M.D.—A medical doctor who screens, diagnoses, and treats eye disorders.
• Optometrist—A therapist skilled in assessing visual acuity, adapting corrective lenses, and assessing and managing visual perception and related difficulties.
• Neurologist, M.D.—A medical doctor who screens, diagnoses, and treats nervous system disorders such as paralysis, reflex coordination, epilepsy, and perceptual problems.
• Psychiatrist, M.D.—A medical doctor who specializes in treating mental disorders.

_{Adapted with permission from Dunlap, L.L. (Ed.). (1997). An introduction to early childhood special education. (p.5). Boston: Allyn & Bacon.}

National Resources

American Academy of Pediatrics

American Council of the Blind

American Society for Deaf Children

ARCH National Respite Network and Resource Center

Asthma and Allergy Foundation of America

Autism Society of America

Children’s PKU Network

Children’s Tumor Foundation: Ending Neurofibromatosis through Research

Cleft Palate Foundation

Cornelia de Lange Syndrome Foundation

Council for Exceptional Children (CEC)

Cystic Fibrosis Foundation

Education Resources Information Center (ERIC)

Epilepsy Foundation

Human Growth Foundation

Institute for Patient and Family-Centered Care (IPFCC)

Key for Networking, Inc.: Kansas Parent Information and Resource Center

March of Dimes Birth Defect Foundation

Muscular Dystrophy Association

National Association for the Education of Young Children

National Center for Early Development and Learning

National Deaf Children’s Society (UK)

National Down Syndrome Congress

National Down Syndrome Society

National Early Childhood Technical Assistance Center

National Easter Seals Society

National Fragile X Foundation

National Hemophilia Foundation

National Information Clearinghouse On Children Who Are Deaf-Blind

National Parent Information Network

National Pediatric and Family HIV Resource Center

National Marfan Foundation

National Organization on Fetal Alcohol Syndrome

National Organization for Rare Disorders

National Tay-Sachs and Allied Disease Association

National United Cerebral Palsy Association

Osteogenesis Imperfecta Foundation

Parent Advocacy Coalition for Education Rights (PACER Center)

Parent Educational Advocacy Training Center

Prader-Willi Syndrome Association

Supplemental Security Income, Social Security Administration

Turner Syndrome Society of the United States

United Way of America

State Resources

Child Care Aware of Kansas

Children with Special Health Care Needs

Kansas Action for Children (KAC)

Kansas Association of School Psychologists

Kansas Department of Health & Environment (KDHE)/Infant-Toddler Services

Kansas Division for Early Childhood

Kansas Head Start Association

Kansas Interagency Coordinating Council

Kansas Physical Therapy Association

Kansas Speech-Language-Hearing Association

Kansas State Department of Education (KSDE)

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