Educational Placements, Ages 3-5
Indicator 6: Percent of preschool children with IEPs attending a:
A. Regular early childhood program and receiving the majority of special education and related services in the regular early childhood program; and
B. Separate special education class, separate school or residential facility.
For current information regarding this indicator please review the APR.
Training and Technical Assistance
- Overview of Early Childhood Indicators
- Preschool Environments
- Training on Accurate Reporting of Environment Codes
- Accurate Reporting of Educational Environment: PowerPoint Presentation, August 2010 -
- New Preschool Environment Codes: WMV Webinar, July 8, 2010
- Educational environments for Ages 3 through 5 Decision Tree 8/2010
- Least Restrictive Environment:
Throughout Wisconsin, options are expanding for young children with disabilities. Professionals working with 3 through 5 year old children with disabilities are finding innovative ways to provide an array of Special education Services including services in the home, Head Start, Child Care, and other community setting. The goal is to provide integrated learning activities and environments for young children with disabilities and to provide these experiences in the least restrictive environment. Find out more about these service options and resources to support them or link to CESA 10's Preschool Options Project website.
- Link Series Module 1: The IEP Team
The Wisconsin Early Childhood Collaborating Partners (WECCP) is a network of state, regional, and community, public and private, state departments, agencies, associations, and individuals working together to positively impact the lives of young children and their families encompassing the areas of early care and education, health, mental health, parent education and family support. Specific information and resources to support SPP Indicator #6 are available at the links from this page.
A National Resource: The National Professional Development Center on Inclusion (NPDCI) is working with states to create a system of high quality, cross-agency, accessible professional development for early childhood personnel. While NPDCI serves as a resource to all states, the center will select eight states for more intense collaboration. NPDCI is taking advantage of the many resources the Internet now provides to collaborate on a larger scale to build a knowledge base around professional development and inclusion. We have launched a Community of Practice which serves as a forum for people to come together and share challenges, ask questions, and contribute ideas on issues related to early childhood professional development and inclusion. We host webinars on a variety of topics related to inclusion, and all NPDCI products, position statements and planning are available on the website.