Module 3

Activity 3-3:
The Role of 00

Head Start 8}

Staff in IEP ih
Meetings

Preparation

Conducting the Session

Purpose: This coaching session is designed to prepare participants for
their supervision of staff who work with children with disabilities and
their families. In order to do this effectively, Head Start managers need a
thorough understanding of the procedural safeguards that are outlined in
IDEA. Supervisors must guide staff in ways that demonstrate an under-
standing of the laws that protect children with disabilities and their fami-
lies.

To prepare for this session:
m@ Review all the directions and handouts.

m Duplicate Handout 9-Just the Facts (p. 67). and Handout 10-Carmen
and Jonathan (pp. 68-71): one for each participant

1. Welcome the participants and discuss the purpose of today’s session.
Explain that during this session they will learn about the procedural
safeguards of IDEA that protect certain rights of children with dis-
abilities and their parents.

nw

Give each participant a copy of Handout 10-Carmen and Jonathan
Explain that it tells the story of a Head Start staff person helping a
family with the Individualized Education Program (IEP) process.

Explain to participants what an IEP is if they do not know already.

3. Allow 15 to 20 minutes for participants to read the handout and re-
spond to the question at the end of the story: “If you were Rachelle.
what would you say to Marie?”

4. Invite participants to share how they responded to the question. U:
the questions and the discussion guide below to help lead the discus-
sion.

5. Distribute Handout 9-Just the Facts. and discuss the important points
it raises.

54

Leading the Way: Disabilities Services and the Management Teain

_


Module 1

Handout 1: Keezia’s Story (page 2)

Now it’s story time, Keezia’s favorite time. She likes sitting on her carpet square,
listening to the words. looking at the pictures. Sometimes she gets to sit on the
teacher's lap. Today she sits next to her friend, Lila, and that’s special. too. The
teacher asks what story the class wants to hear. Keezia calls out Goodnight Moon.
Everyone agrees.

Just when the teacher gets to the part about two little kittens and the pair of mittens,
Mary, the occupational therapist. walks into the room. The teacher closes the book
and tells Keezia to go with Mary so she can get her special help. *

When Keezia returns to the classroom. the kids are getting ready to play outside.
There are only two Big Wheels and Keezia’s really hoping that this time she'll get a
turn. But she’s too slow. By the time she gets outside, Lila and Philip are zooming in
circles around her. *

Finally it is time to go home. Keezia wonders when her mother will get there. She
waits inside, staring through the window. She starts to wave good-bye as the school
bus rides away. but no one sees her. *

20 Leading the Wav: Disabilities Services and the Management Team

25



ED 416 658

SO,

EC Soq2

HEAD START® af

Leading the Way:
Disabilities Services and
the Management Team

Training Guides for the Head
Start Learning Community

MENT OF HEALTH AND HUMAN SERVICES
for Children and Families
iIdren. Youth and Families



Module 3

Summing Up

oping true collaborative agreements, Head Start programs and LEAs
will be better equipped to offer quality services for children with dis-
abilities and their families.

4. Tell participants that the DSM will now present an overview of their
program's relationship with one or two LEAs, Such a presentation
will help them better understand their program's collaboration, and
help them consider their own (possible) roles in supporting the effort.

5. Give the DSM 20 minutes to describe the program’s current relation-
ship with one or two LEAs, including information about key players:
the status and quality of the interagency agreement: how ii was devel-
oped and how it is used: the successes they have had and the chal-
lenges they face; as well as contributions each agency has made in key
areas (for example, diagnosis, service delivery, transitions, joint initia-
tives

6. With participants. choose one LEA to focus on during the remainder
of the session, Then help participants identify and plan steps to fur-
ther the relationship with that LEA. Ask:

® = What has worked well?
@ = What are the current difficulties?
B How can we build on our current relationship?

@ = What do we need to change in ourselves in order to improve our
working relationship with the LEA?

B What are reasonable next steps?
Write the team’s answers on chart paper.

7. After 20 to 30 minutes. ask participants to reach agreement about the
most important next steps (generated above) that will strengthen their
current relationship with the LEA, with a vision of creating a working
written agreement. Write each step on chart paper. Ask managers to
identify who will be responsible for taking the lead on each step. the
timeline for each step, and ways other members of the management
team and staff can support the lead person.

Tell participants that assessing their current relationships with LEAs and
setting priorities and goals is an important step in improving interagency
relationships, and in establishing meaningful written agreements. Point
out that such a process can also help Head Stari managers assess their
program's relationship with early intervention programs and other com-
munity agencies, and develop next steps.

Collaborating with LEAs



Module 3

Handout 13: Topics for Formal Agreements

The Head Start Program Performance Standards list the following topics to be
addressed in written interagency agreements between Head Start and the LEAs:

m Child Find

= Joint training of staff and parents

m Procedures for referral for evaluations, IEP meetings. and placement decisions
= Transitions

m Resource sharing

m Counting and reporting children with disabilities

a Any other items agreed to by both parties

wr

Leading the Way: Disabilities Services and the Management Team

6o



Introduction

10 Leuding the Way Risabilities Services and the Management Team
rv)



Module 3

Handout 10: Carmen and Jonathan (page 2)

members have been involved in Jon's care. Carmen has two brothers and an older son who take Jon to and
from the neighborhood clinic for all of his therapy appointments. Elena and Tio live just down the street
from Carmen. They take care of Jonathan while Carmen attends classes at the community college. Jon is
three years old now and has shown a lot of progress. He can walk on his own, say a few words and also uses
gestures to communicate with family and friends. Carmen feels Jon is ready to spend more time around other
children his age, so she decided to enroll him in Carver Head Start.

Rachelle was happy to meet them. She is always glad when families of children with disabilities express an
interest in Head Start. Rachelle has been working at Carver Head Start for several years. During this time
she has worked in classrooms where she was able to strengthen her inclusive practices and her belief that
Head Start is one of the best placements for young children with disabilities.

As they began to talk, Rachelle explained to everyone that Carver Head Start had a nice collaborative
relationship with the special needs department of the LEA in their area. Over the years the staff at the Carver
Center have worked hard to help the specialists from the public schools understand the Head Start mission
and philosophy. The specialists were reluctant to come to Head Start classrooms at first. but they have begun
to see the benefits of providing therapy in developmentally appropriate classrooms. As she continued to
explain, Rachelle could see from Carmen's expression that something was wrong.

“'m talking too much. Perhaps you have some questions I can answer,” she said.

“Well.” Carmen began, “What does all this have to do with Jonathan going to the clinic to see Jane for his |
therapy?”

“Oh. well. Jonathan will still receive therapy from Jane. She is hired through the public schools. She
provides therapy for two other little boys in our program too.”

“Do they go to the Washington Street clinic teo?” Tio asked.

“No,” Rachelle responded. “Jane comes to the Carver Head Start center two times a week and she does
activities with all the children. The therapy is done there, right in the classroom.”

“Oh, does that mean Jonathan won't be going to the clinic for his therapy any more?” Elena asked.

“Well. if Jonathan received his therapy in the classroom he would not have to go to the clinic for those
appointments. He would get his therapy with other children, whom he could learn from in the classroom.
Jane would still be in charge of his therapy. She also works with the teachers and shows thein things they can
do to help all the children continue to make progress.”

Carmen frowned. “I'm not sure | like that idea,” she said. ‘Jonathan has been making so much progress with
his individual therapy. If he only gets therapy in the classroom, he won't get as much attention. I like that
he'll have more time to play and learn with other kids his age, but therapy time is different. That's time
between just Jonathan and Jane. I don’t want to change that.”

Collaborating with LEAs 16 69



Module 2

Discussion Guide,

Item 2. We can decide not to hire a qualified family services worker if

continued she uses a wheelchair and is therefore unable to make home visits.

Aspects of the Law to Consider:

@ essential functions

@ = marginal functions

@ reasonable accommodations

Guiding Questions:

@ = Is home visiting an essential or marginal function of the
job?

@ = Ifessential, can a reasonable accommodation be made?
For example. can this employee be assigned only those
families who live in accessible buildings?

@ = If marginal. can this task be changed or reassigned to
another worker?

Item 3. We can decide nor to hire a qualified home visitor if she has a
chronic back problem.

Aspects of the Law to Consider:

TM@ essential functions

@ = marginal functions

@ reasonable accommodations

Guiding Questions:

TM@ Does a back injury interfere with an essential function of
the job, or just a marginal one?

@ = If lifting is a marginal aspect of the job, can this task be
changed or reassigned to someone else?

@ = If lifting is an essential aspect. can a reasonable
accommodation be made?

A Look at ADA and 504 27



What This Checklist is Not

This checklist does not cover all of the requirements
of the Standards; therefore, itis not for facilities
undergoing new construction or alterations. In ad-
dition, it does not attempt to illustrate all possible
barriers or propose all possible barrier removal
solutions. The Standards should be consulted for
guidance in situations not covered here.

The Title III xegulation covers more than barrier re-
moval, but this checklist does not cover Title III's
requirements for nondiscriminatory policies and
practices and for the provision of auxiliary commu-
nication aids and services. The communication fea-

tures covered are those that are structural in nature.

Priorities

This checklist is based on the four priorities recom-
mended by the Title III regulations for planning
readily achievable barrier removal projects:

Priority 1: Accessible approach and entrance
Priority 2: Access to goods and services
Priority 3: Access to rest rooms

Priority 4: Any other measures necessary

Note that the references to ADAAG throughout the
checklist refer to the Standards for Accessible Design.

How to Use This Checklist

¥ Get Organized: Establish a time frame for com-
pleting the survey. Determine how many copies of
the checklist you will need to survey the whole
facility. Decide who will conduct the survey. It is
strongly recommended that you invite two or three
additional people, including people with various
disabilities and accessibility expertise, to assist in
identifying harriers, developing solutions for
temoving the: : barriers, and setting priorities for
implementing improvements.

¥ Obtain Floor Plans: It is very helpful to have
the building floor plans with you while you survey.
If plans are not available, use graph paper to sketch
the layout of all interior and exterior spaces used by
your organization. Make notes on the sketch or plan
while you are surveying.

¥ Conduct the Survey: Bring copies of this check-
list, a clipboard, a pencil or pen, and a flexible steel

tape measure. With three people surveying, one
person numbers key items on the floor plan to
match with the field notes, taken by a second per-
son, while the third takes measurements. Be sure to
record all dimensions! As a reminder, questions
that require a dimension to be measured and
recorded are marked with the ruler symbol.

Think about each space from the perspective of
people with physical, hearing, visual, and cognitive
disabilities, noting areas that need improvement.

¢ Summarize Barriers and Solutions: List barriers
found and ideas for their removal. Consider the
solutions listed beside each question, and add your
own ideas. Consult with building contractors and
equipment suppliers to estimate the costs for mak-
ing the proposed modifications.

/¥ Make Decisions and Set Priorities: Review

the summary with decision makers and advisors .
Decide which solutions will best eliminate barriers
at a reasonabie cost. Prioritize the items you decide
upon and make a timeline for carrying them out.
Where the removal of barriers is not readily achiev-
able, you must consider whether there are alterna-
tive methods for providing access that are readily
achievable.

¢¥ Maintain Documentation: Keep your survey,
notes, summary, record of work completed, and
plans for alternative methods on file.

¥ Make Changes: Implement changes as planned.
Always refer directly to the Standards and your
state and local codes for complete technical require-
ments before making any access improvement. Ref-
erences to the applicable sections of the Standards
are listed at the beginning of each group of ques-
tions. If you need help understanding the federal ,
state, or local requirements, contact your Disability
and Business Technical Assistance Center,

v Follow Up: Review your Implementation
Plan each year to re-evaluate whether more
improvements have become readily achievable.

To obtain a copy of the Title II! regulations and
the Standards or other technical information,
call the U.S. Dept. of Justice ADA Information
Line at (800) 514-0301 Voice, (202) 514-0381 TDD,
or (800) 514-0383 TDD. For questions about
ADAAG, contact the Architectural and
Transportation Barriers Compliance Board

at (800) USA-ABLE.

Checklist for Existing Facilities version 2.1 ©revised August 1995, Adaplive Environments Center, Inc. for the National Institute on
Oisabllity and Rehabilitation Research. For technical assistance, call 1-800-949-4ADA (voice/TDD).

10;



Module 2

Wrap-Up and Next Steps

not just best practice or only required by the Head Start Program Per-
formance Standards on Services for Children with Disabilities. It is
also the subject of federal law. As managers, they have the legal obli-
gation to know and follow the laws and regulations that protect the
rights of persons with disabilities. They also must ensure that their
staff members do the same.

2. Distribute Handout 2-The Law and ask participants to review it. fo-
cusing on the definitions in Title HI.

3. Distribute Handout 3-Dayne’s Story. Ask participants to read the
story, then answer the Discussion Questions.

4. Lead a discussion with participants. using their answers on Handout
3—Dayne’s Story as a starting place. Use Handout 4—-Putting the Law
into Practice to help cover other key points. At the end of the discus-
sion, distribute Handout 4 to participants.

5. Remind participants about the prograin's policy on confidentiality
Then ask a volunteer to share the description she prepared of a child
with a disability in the program.

6. Lead a discussion with participants about this child's needs. Ask
Participants to discuss how the family has been or should be involved.

7. Have participants generate a list of implications of possible accom-
modations for safety, facilities. meals. transportation. restrooms,
classroom, playground, parent involvement, and staff training. Rein-
force the concepts in Handout 4-Putting the Law into Practice.

8. Ask participants to prioritize the list and develop an action plan. This
should include the first 3 steps that need to be taken, the person re-
sponsible, and a target date for completion.

The intent of ADA is clear. People with disabilities have a right to full
participation in schools, the community, and the workplace. Implementa-
tion of ADA is not only good practice. It's the law. Interpretation of
terms and solutions to barrier removal are left open. Individual solutions
must be tailored to meet individual needs. A positive attitude and willing-
ness to do your best to make your program work for everyone is the key
to success. Distribute and review Next Steps: Ideas to Extend Practice.
Help participants choose the Next Step(s) they would like to pursue.

Leading the Way: Disabilities Services and the Management Team

dy



Module 3

Activity 3-5:

Getting 00

Together 4
ne

Preparation

Purpose: The Head Star Act and IDEA indicate that Head Start pro-
grams and LEAs have a responsibility to serve young children with dis-
abilities. While Head Start programs’ and LEAs" responsibilities differ.
they must work together to meet the needs of children with disabilities in
Head Start. This coaching session will help participants assess their
program's relationship(s) with LEAs and identify their role in supporting
this effort.

This session has three parts: |) viewing the videotape Getting Together.
2) interviewing other Head Start managers who work closely with LEAs:
and 3) creating a plan for further developing collaborative relationships
with LEAs or staff from other community agencies. At the end of the
session. participants will choose which Next Steps they will work on to
extend their learning. To prepare for this session:

@ Review all the directions and handouts for this session and Next
Steps: Ideas to Extend Practice (pp. 64-65)

W Arrange fora VCR. monitor. and videotape Geiing Together.

Preview Getting Together (20 minutes) at least twice. Hf you need to
order a copy of this video, refer to the Resources section.

Invite one or two other Head Start managers to attend the second half
of the session. Make sure that the managers you select have experi-
ence collaborating with LEAs. Ask these managers to collect perti-
nent information about one or two LEAs the program currently works
with. including the key players. history of the collaboration. and sta-
tus of interagency agreements. Suggest that the invited managers use
Handout |3-Topics for Formal Agreements and Handout |4-Sugges-
tions for Collaboration to identify key areas (for example. diagnosis.
service delivery, transitions. joint initiatives) to cover during the dis-
cussion.

= Duplicate Handout 9-Just the Facts (p. 67), Handout |2-Viewer's
Guide (p. 73). Handout 13-Topics for Formal Agreements (p. 74).
Handout !4-Suggestions for Collaboration (pp. 75-80), and Next
Steps: Ideas to Extend Practice (pp. 64-65): one for each participant

Collaborating with LEAs



Module 2

Discussion Guide, & How can you find out what type of reasonable
continued accommodations can be made?

® Have you spoken with her about other possible
accommodations?

@ = Are you obliged to find another position for the employee

in the organization if yeu cannot make a reasonable
accommodation?

Item 8. We can decide nor io hire a qualified janitor if we find out he has
a past history of serious mental illness.

Aspects of the Law to Consider:

TM essential functions

TM customer and employee reactions

Guiding Questions:

® Can the person perform the essential functions of the job?

& Can you refuse to hire someone based on the negative
reactions of others?

Summing Up Remind participants that compliance with Title | of ADA is their legal
obligation. Stress that success in complying with Title ] will be driven by
the managers’ attitudes and respect for the intent of the law. Also remind
participants that al! children in the program will benefit from seeing adults
with disabilities contributing fully.

30 Leading the Way: Disabilities Services and the Management Team

35



Module 3

Activity 3-6:
Taking Stock
and Setting
Priorities

Preparation

Leading the Activity

Purpose: All Head Start programs are mandated to develop written inter-
agency agreements with LEAs. To maximize the benefits for children
and families, Head Start managers must also take stock of their collabora-
tive efforts and set goals for meeting their mandates. This workshop ac-
tivity will help participants assess their current relationships with LEAs
and set priorities for launching and strengthening their collaborative ef-
forts.

Arrange for: Easel. chart paper, markers, and tape

Prepare: Ask the disabilities services manager (DSM) to come
prepared to present an overview of the program's working
relationship with one or two local education agencies
(LEAs). including the key players. history of collaboration.
and status of interagency agreements. Suggest that the
DSM use Handout 13-Toyics for Formal Agreements and
Handout 14~Suggestions for Collaboration to identify key
areas (for example. diagnosis. service delivery. transitions.
joint initiatives) to cover during the presentation.

Duplicate: Handout 13-Topics for Formal Agreements (p. 74): one
for each participant
Handout 14-Suggestions for Collaboration (pp. 75-80):
one for each participant

1. Explain the purpose of the activity and review the agenda with par-
ticipants. Emphasize that interagency collaboration depends on both
parties’ commitment to carry out the spirit and letter of their man-
dates. Point out that written interagency agreements prevent misun-
derstandings that can often occur when different agencies attempt to
work together. Such agreements. mandated by the Head Start Pro-
gram Performance Standards, are also valuable in other ways:

@ = The decisions and procedures spelled out in an agreement can
provide guidance even when critical personnel change.

m@ = An agreement clarifies agency roles, which leads to a common
set of expectations,

@ = It clearly defines routine procedures. allowing staff to focus their
energies and resources on unusual situations that require adapta-
tion.

3. Distribute and review Handout 13-Topies for Formal Agreements and
Handout 14-Suggestions for Collaboration. Emphasize that by devel-

62

Leading the Way: Disabilities Services and the Management Team

A



UES * - POSSIBLE SOLUTIONS

NES
Priority
@ Accessible Approach/Entrance

People with disabilities should be able to
arrive on the site, approach the building,
and enter as freely as everyone else. At least
one route of travel should be safe and
accessible for everyone, including people
with disabilities.

Route of Travel (ADAAG 4.3, 4.4, 4.5, 4.7)
Is there a route of travel that does not require
the use of stairs?

Is the route of travel stable, firm and
slip-resistant?

& Is the route at least 36 inches wide?

Can all objects protruding into the circulation
paths be detected by a person with a visual
disability using a cane?

In order to be detected using a cane, ar
object must be within 27 inches of the
ground. Objects hanging or mounted
overhead must be higher than 80 inches
to provide clear head room. itis not
necessary to remove objects that protrude
less than 4 inches from the wall.

Do curbs on the route have curb cuts at drives,

parking, and drop-offs?

Yes No

OO

OO

Ls

width

ir

ogaoaag

distance
from wall/
height

OO

0 Adda ramp if the route of
travel is interrupted by stairs.

() Add an alternative route on
level ground.

Repair uneven paving.

2 Fill small bumps and breaks
with beveled patches.

© Replace gravel with hard top.

Oo

Change or move landscaping,
furnishings, or other features
that narrow the route of travel.
Widen route.

Move or remove protruding
objects.

Add a cane-detectable base that
extends to the ground.

Place a cane-detectable object on
the ground underneath as a
warning barrier.

Install curb cut.
Add small ramp up to curb.

oo

Ramps (ADAAG 4.8)
Are the slopes of ramps no greater than 1:12?

Slope is given as a ratio of the height to
the length. 1:12 means for every 12 inches
along the base of the ramp, the height
increases one inch. For a 1:12 maximum
slope, at least one foot cf ramp length is
needed for each inch of height.

OO
Co

slope

Oo

Lengthen ramp to decrease

slope.

Relocate ramp.

If available space is lintited,
reconfigure ramp to include
switchbacks.

oo

Checklist for Existing Facilities version 2.1 © revised August 1995, Adaptive Environments Center, Inc. for the National Institute on

Luo

4 Disability and Rehabilitation Research. For technical assistance, call 1-800-949-4ADA (voice/TDD).



Module 2

Handout 3: Dayne’s Story (page 2)

3. Asa manager, what steps would you take to ensure that the program responds fully to Mrs. Stanley
and Dayne?

4. Think about possible accommodations that you can make so that the program and its services are fully
‘ssible to Mrs, Stanley and Dayne. Consider facilities, safety. meals, transportation, rest rooms,
classroom, and parent involvement practices. Then jot down ideas for accommodations that might be
necessary in these areas.

S$. What information do you want from Mrs. Stanley before you act’? What resources might you tap to help
you with accommodations?

6, Asa manager. what else do you need to do to ensure that the program accepts, respect, and does noi
discriminate (knowingly or unknowingly) against individuals with disabilities?

40 Leading the Wa

4g

: Disabilities Services and the Management Team



Continuing Professional Development

Personal Learning Plans

Personal Learning Plans help staff specify what they would like to learn
(disability laws, advocacy skills) and how they would like to learn it (at-
tend a course, observe others). Once they have developed a plan. team
members can meet with a colleague or supervisor regularly to discuss
their progress. identify needed resources. or plan next steps.

Peer Support Groups

In this strategy. a smail group of staff (members of the management team
or staff in the same program area) meets regularly for information and
support. They share successes, discuss concerns and problems. and try to
find solutions together. Peer support groups can also help staff support
each other with their Back Home Plans or Personal Learning Plans. Sup-
port groups have evolving agendas, based on the needs of the members
and the tasks they select to work on together. Most frequently. support
groups deal with practical issues and concerns that arise in the program.
Depending on the composition of the group. you may be a member or a
facilitator.

Study Groups

Study groups can be used to refine and expand skills of staff (members of
the management team or staff in the same program area). In study groups.
staff read journal articles and books. watch videos, or listen to speakers.
They then meet to discuss how the content applies to their own roles in
the program and to their lives. Study group members meet regularly to
learn more about research and practice. current thinking about inclusion.
legislative updates, and new topics and issues. The Resources section
offers suggestions for sources that can be used for study group explora
lion,

On-the-Job Practice, Observation, and Feedback

Ideally, observation, practice, and feedback should be ongoing and -ou-
tine. Observers can use a simple form to nake notes for giving feedback
Forms can focus on specific skills (working with a specialist frorr, the
LEA). or more general issues (strategies used to foster inclusion in the
program). You might have new managers observe more experienced
managers or have peers take turns observing each other.

82

Leading the Way; Disabilities Services and the Menagement Team

oa



Introduction

groups of four to six management team members. Workshops can build
strong site-based teams as well as help staff from multiple sites develop a
program-wide identity. Coaching sessions are designed to help seasoned
managers orient new managers, and provide individual flexibility and
one-on-one mentoring opportunities.

Each module, organized so that facilitators can implement the activities
with ease. contains the following sections:

@ The Outcomes section summarizes what skills participants will learn
as a result of the experience.

The Key Concepts section provides a description of the main ideas
addressed in the module.

® The Background Information section provides a rationale for the mod-
ules and describes the critical issues addressed.

@ The Activities section provides workshop or coaching sessions w ith
step-by-step instructions for trainers and coaches.

@ The Next Steps: Ideas to Extend Practice section includes strategies
to help managers apply what they have learned in the modules.

Each module is organized into specific workshop activities and coaching
sessions. Some activities are supplemented by a Discussion Guide or
Lecture Guide to help workshop leaders and coaches think through the
key ideas of the session and anticipate possible responses of participants.
Handouts appear at the end of each module.

Ideally. the modules should be used sequentially, since activities build on
one another. Because the management team can not develop a vision for
disabilities services in isolation, we recommend that prior to this training.
the program use a tool to help Head Start staff. specialists, and families
create a common vision for inclusion. The activity A Vision for Our Pro-
gram. from the guide Serting the Stage: Including Children with Disahili-
ties in Head Start, offers one way to accomplish this.

Given the pressing need for managers to know and understand the impli-
cations of this guide's content. managers should design the training to be
of high intensity and short duration for optimal effect. For example.
scheduling weekly or biweekly sessions over a four-month period is more
suitable than meeting monthly over the course of a year or more.

Introduction



Contents

Key Concepts...
Background Information
Activity 2-1: What Does It Mean for
Activity 2-2: As Employers
Activity 2-3: Let's Take a Lool
Activity 2-4: ADA: Individual Solutions
Next Steps: Ideas to Extend Practice
Handouts .... we
Handout 2: The Law .....
Handout 3: Dayne’s Story
Handout 4: Putting the Law into Practice.
Handout 5: Title 1...
Handout 6: Opinion Survey...
Handout 7: Six Key Aspects of Title lof ADA

Module 3 45

Collaborating with LEAs
Outcomes
Key Concep
Background Information

Activity 3-1: Myths and Reality .
Activity 3-2: Procedural Safeguards

Activity 3-3: The Role of Head Start Staff in
TEP Meetings..............

Activity 3-4: Images of Co

Haboration

Activity 3-6: Taking Stock and Setting Priorities
Next Steps: Ideas to Extend Practice
Handouts ...
Handout 8: Head Start/LEA Questionnaire .
Handout 9; Just the Facts ....
Handout 10: Carmen and Jonathan
Handout 11: Defining Family-Centered Support
Handout 12: Viewer's Guide...
Handout 13: Topics for Formal Agreements
Handout 14: Suggestions for Collaboration... cess

vi Leading the Way: Disabilities Services and the Management Team

J



Module 2

Handout 2: The Law (page 2)

“Essential functions” refer to the fundamental job duties of the position, in contrast with the
position’s marginal functions. A person with a disability is qualified for the job if he or she can
perform the essential functions of the job with or without accommodation.

“Reasonable accommodation” is any change or adjustment in the application process, the job,
or the work environment that allows the person with the disability to perform the essential
functions of the position.

“Undue hardship” refers to an accommodation that would be significantly difficult or
expensive to implement.

Title Ii—Public services. Businesses or programs that receive state or local funds must not discriminate

against qualified individuals with disabilities in services. programs, or acti

Title 111—Public accommodations. Businesses and programs must provide persons with disabilities equal
access to goods and services. Programs such as Head Start are required to ensure equal access in the
following ways:

Making sure eligibility criteria are not discriminatory.
Removing physical barriers.
Making reasonable modifications in policies, practices, or procedures.

Providing auxiliary aids and services to ensure effective communication.

Public accommodations offering transportation services must provide equivalent transportation services to

individuals with disabil

However. these changes are not required in the following cases:

Barrier removal is not “readily achievable.”

Modification of policies. practices, or procedures fundamentally alters the essential nature of
the goods and services the program provides.

Provision of auxiliary aids and services to ensure effective communication fundamentally alters
the nature of the service or is an “undue burden.”

A Look at ADA and 504 37

ce
cs



Module 3

Handout 10: Carmen and Jonathan

AT THE IEP MEETING

Carmen, Elena. and Tio arrive at the Carver Center right on time for the IEP meeting. They are anxious to
discuss Carmen’s son Jonathan, who will soon begin attending Head Start. They are happy to see Rachelle
when they arrive at the conference room. Rachelle is the Head Start staff person who has worked closely with
them from the start. Marie from the public school system joins them there. Rachelle introduces everyone,
“Carmen. this is Marie Richards. She’s from the Coastal Public Schools. The Beacon School near your
house is part of that system. Marie, I'd like you to meet Carmen Velasquez. Jonathan's mother. This is
Elena Parilla and Tio Alberto Colén. They are Jon's grandmother and uncle.” They shake hands and sit at
the table. Rachelle leads the discussion by first talking about what Jonathan's strengths and needs are.
Carmen, Elena, and Tio provide information that they think is important to know about Jonathan also. Marie
listens carefully. Everyone seems to agree that Jonathan will benefit from being in a Head Start classroom.
They begin to talk about how Jonathan would receive his therapy.

“All three of the therapists assigned to our school district go to the Carver Center.” Marie says. “Jane. the
physical therapist. is there t a week, and we have a speech therapist and occupational therapist who go
twice a week also. They all give glowing reports on the progress the children in the center have made. I'm
looking forward to getting to know Jonathan too.”

“Okay.” Carmen responds, “but J want you to know that I don’t want Jonathan to have his therapy in the
classroom. I think he should go to the clinic like he always has.”

Marie looks surprised. “Well. I’m sure Rachelle explained to you that we would never do anything to make
the children feel like they are different. you know, being singled out. The therapists use games and other
activities that children enjoy to accomplish the goals of therapy.”

“Yes, Rachelle told me that. She also said Jonathan would be getting his therapy with other kids in the
classroom and J don’t want that. I want him to have his own time, one on one, by himself with Jane.”

Marie looks curiously at Rachelle. “I see, so you've had it explained to you about the agreement between
the school and Head Start to provide therapy in the classroom. The specialists are already right there at the
center. You're sure you don’t want that. You want Jonathan to continue going to the clinic for his individual
appointments? Rachelle, I'd like to know what you think about this idea.”

Rachelle thinks carefully before she replies. She remembers her first meeting with Carmen. Tio and Elena.

A FAMILY DISCUSSION

Rachelle was welcomed into Carmen's home when she visited for the first time. Tio and Elena were there

too. Al! three carefully explained how Jon had a series of seizures just after he was born. During this time.
Carmen developed a trusting relationship with the doctor who led the team that was treating Jon. Once the
crisis was over. Carmen was introduced to Jane. who became Jon‘s physical therapist. All of the family

68

Leading the Way: Disabilities Services and the Management Team



TowW

Module 3

Handout 14: Suggestions for Collaboration (page 3)

4. Individualized Education Program Development

Kendall Beach School District will develop an IEP for children determined to be eligible for special
education.

Alina County Head Start Program will contribute to the development of IEPs for children with diagnosed
disabilities.

Kendall Beach School District and Alina County Head Start Program may coordinate the development
of the [EP by doing the following:

+ Making decisions about forms to be used.

* Assuring the participation of appropriate Head Start staff as part of the IEP team and designating
responsibility for notification of team members for mectings.

+ Facilitating the active involvement of parents by delineating responsibility for notification.
explanation of the meeting's purpose, supporting their attendance and participation at mes

* Coordinating paperwork and parental consent to assure that the IEP cao be shared.

* Coordinating the IEP review to assure participation by all parties.

5. Placement

Kendall Beach School District will place preschool children in the least restrictive environment that
offers children an opportuitity to interact with their peers.

Alina County Head Start Program will provide services for children with disabilities in an inclusive
environment.

Kendall Beach School District and Alina County Head Start Program will work cooperatively in regard
to placement by considering the following options:

+ Making every effort io place children in Head Start if the IEP team deems it appropriate.

« Referring children with disabilities to the Head Start program as a placement option.

Collaborating with LEAs 7

b&b



DOCUMENT RESUME

ED 416 658 EC 306 230

TITLE Leading the Way: Disabilities Services and the Management
Team. Training Guides for the Head Start Learning Community.

INSTITUTION Education Development Center, Inc., Newton, “A.

SPONS AGENCY Administration for Children, Youth, and Families (DHHS),
Washington, DC. Head Start Bureau.

PUB DATE 1997-00-00

NOTE 119p.

CONTRACT 105-93-1583

PUB TYPE Guides - Non-Classroom (055)

EDRS PRICE MFO1L/PCOS Plus Postage.

DESCRIPTORS *Agency Cooperation; Delivery Systems; *Disabilities; *Early

Intervention; *Educational Legislation; Employment
Practices; Family Involvement; Federal Legislation;
*Integrated Services; Interprofessional Relationship;
*Management Development; Postsecondary Education; Preschool
Education; Professional Development; Program Administration;
School Community Relationship; School Districts; Young
Children

IDENTIFIERS Academic Accommodations (Disabilities); Americans with
Disabilities Act 1990; *Project Head Start; Reasonaple
Accommodation (Disabilities); Rehabilitation Act 1973
(Section 504)

ABSTRACT

This guide is designed to provide Head Start managers with
the skills and knowledge needed to plan and implement integrated services for
children with disabilities and their families. Module 1, "Identifying Shared
Responsibilities," assists participants in identifying how current roles and
collaboration practices as a team affect children with disabilities and their
families and describes the critical points where coordination among managers
must take place. Module 2, "A Look at ADA and 504," explains the laws that
govern disabilities services in Head Start. This module equips management
teams to evaluate facilities and services and to identify strategies for
xeasonable accommodation. It also addresses ways to adapt employment
practices to reflect the rights and protections afforded to employees with
disabilities. Module 3, "Collaborating with LEAs," provides participants with
information and tools to improve relationships with local education agencies
(LEAs) and other community organizations and to ensure quality services to
children with disabilities and their families. The guide also includes a
section on continuing professional development, which offers participants
strategies to apply new skills and extend their learning. A list of print and
audiovisual materials and organizations is included. (CR)

FEISS ISIS OS IIIIEI IO IO ISIS ISI IOI ISI OI IIIS III IEICE IIE

* Reproductions supplied by EDRS are the best that can be made .

* from the original document. *
JESSIE ISI SOS ISIS SISSIES IIIS IO SIG ISS TOSS ITS ISI ISS IE IOI IO IS IS IgE



ESTIONS POSSIBLE SOLUTIONS

Priority

@ AccesstoGoodsandServices

Ideally, the layout of the building should allow
people with disabilities to obtain materials or
services without assistance.

Horizontal Circulation (ADAAG 4.3)
Does the accessible entrance provide direct
access to the main floor, lobby, or elevator?

Are all public spaces on an accessible route
of travel?

& Is the accessible route to all public spaces
at least 36 inches wide?

Is there a 5-foot circle or a T-shaped space for a
person using a wheelchair to reverse direction?

Yes No

OO
OO
Cc

width

lle

width

Add ramps or lifts.
O) Make another entrance accessible.

O Provide access to all public spaces
along an accessible route of travel.

C Move furnishings such as tables,
chairs, display racks, vending
machines, and counters to make
more room.

OO) Rearrange furnishings, displays,
and equipment.

Doors (ADAAG 4.13)
& Do doors into public spaces have at least a
32-inch clear opening?

& On the pull side of doors, next to the handle, is
there at least 18 inches of clear wall space so
that a person using a wheelchair or crutches
can get near to open the door?

Can doors be opened without too much force
(5 lbf maximum for interior doors)?

Are door handles 48 inches high or less and
operable with a closed fist?

Are all threshold edges 1/4-inch high or less,
or if beveled edge, no more than 3/4-inch
high?

Us Us

clear space

Ue

force

Ue

height

OO
—

height

 Installoffset (swing-clear) hinges.
O Widen doors.

O Reverse the door swing if it is
safe to do so.

Move or remove obstructing
partitions.

©) Adjust or replace closers.

1 Install lighter doors.

2 Install power-assisted or
automatic door openers.

O] Lower handles.

) Replace inaccessible knobs or
latches with lever or loop handles.

OC Retrofit with add-on levers.

C1 Install power-assisted or
automatic door openers.

C1 If there is a threshold greater
than 3/4-inch high, remove it or
modify it to be a ramp.

C1 If between 1/4- and 3/4-inch
high, add bevels to both sides.

Checklist for Existing Facilities version 2.1 © revised August 1995, Adaptive Environments Center, inc. for the National Institute on
8 Disability and Rehabilitation Research. For technical assistance, call 1-800-949-4ADA (voice/TDD),

lis


Contents

Preface vill

Introduction 1

Overview ...
Purpose
Audience
Performance Standards
Organization of the Guide ...
Organization of the Modules

Definition of Leoms 0.0.1.0... ccesseeseesessneneeeetesecssessnessecsneennerses 4
AtA Glance ....
How to Use This Guide .........s:cccccsccssesseesessestseetscsseasssneesnesseesseees 9

Module 1 Ml

Identifying Shared Responsibilities 1
Outcomes ..
Key Concepts
Background Information

Activity 1-1: A Day in the Life
Activity 1-2: Setting Program Goals for
Disabilities Services ...
Activity 1-3: What's My Role?
Next Steps: Ideas to Extend Practice
Handouts... ”
Handout 1: Keezia’s Story ....ccccesccceseseseescsesseeneresieneseeeseese

Module 2 21

A Look at ADA and 504 oo... ceseeesseesesstssssseseessteeseneesiissssneessees 21
Outcomes

Contents



ESTIONS
Yes No

oOo
no
|

width

OO
CC)

Rooms and Spaces (ADAAG 4.2, 4.4, 4.5)
Are all aisles and pathways to materials and
services at least 36 inches wide?

Is there a 5-foot circle or T-shaped space for
turning a wheelchair completely?

Is carpeting low-pile, tightly woven, and
securely attached along edges?

In circulation paths through public areas, are
all obstacles cane-detectable (located within 27
inches of the floor or higher than 80 inches, or

protruding less than 4 inches from the wall)? ree

protrusion

0) Rearrange furnishings and
fixtures to clear aisles.

O Rearrange furnishings to clear
more room.

© Secure edges on all sides.
CO Replace carpeting.

O Remove obstacles.

O Install furnishings, planters, or
other cane-detectable barriers
underneath.

Emergency Egress (ADAAG 4.28)
If emergency systems are provided, do they
have both flashing lights and audible signals?

OO

O Install visibleand audiblealarms.
O Provide portable devices.

Signage for Goods and Services (ADAAG 4.30}
Different requirements apply to different types

of signs.

OO

& If provided, do signs and room numbers des-
ignating permanent rooms and spaces where
goods and services are provided comply
with the appropriate requirements for such

signage?
YN
* Signs mounted with centerline oa
60 inches from floor. height

* Mounted on wall adjaceni to latch oo
side of door, or as close as possible.

Raised characters, sized between5/8 OO Co
and 2 inches high, with high contrast eta
(for room numbers, rest rooms, exits).

* Brailled text of the same information. OO
* If pictogram is used, it must be oo

accompanied by raised characters
and braille.

O Provide signs that have raised
letters, Grade II Braille, and
that meet all other require-
ments for permanent room or
space signage. (See ADAAG
4.1.3(16) and 4.30.)

Checklist for Existing Facilities version 2.1 © revised August 1995, Adaptive Envkonments Center, Inc. for the National Institute on
Disability and Rehabilitation Research. For technical assistance, call 1-800-949-4ADA (volce/TDD).

lic



Module 2

Activity 2-2:

Purpose: Title 1 of ADA deals specifically with employment of persons

As Employers* with disabilities. This workshop activity will help managers review atti-
tudes, practices, and legalities related to integrating persons with disabili-
ties in the workplace.
Preparation Trainer
Selection: Select a trainer who has a sound understanding of Title I of
ADA and Section 504. The Disability Businesses
Technical Assistance Center (see the Resources section) or
your regional Training and Technical Assistance (T/TA)
provider can refer you to free or low-cost trainers who are
ADA experts.

Arrange for: Easel, chart paper. markers. and tape

Duplicate: Handout 5-Title I (p. 42): one for each participant
Hsndout 6-Opinion Survey (p. 43): one for each participant
Handout 7-Six Key Aspects of Title I] of ADA (p. 44)
one for each participant

Invite: Other administrators from the parent or grantee organiza-
tion (such as the Community Action Program (CAP).
school system, or non-profit organization) who are respon-
sible for hiring and supervising staff

Leading the Activity 1, Introduce the activity and review the agenda with participants. Tell

managers that during this activity they will learn the basic concepts of
Title I of ADA and how the concepts apply to their everyday practice
as employers and supervisors.

Vv

Distribute Handout 5-Title I and review it with participants. Ask par-

ticipants to jot down concems or questions they may have.

3. Distribute Handout 6-Opinion Survey. Allow participants 5 minutes
to complete the survey individually.

4. Distribute Handout 7-Six Key Aspects of Title I of ADA and brietly
review it with participants.

*This activity has been adapted with permission from Barr Films. Muking the ADA Work for You: Discussion Leader's

Guide. 1992. Irwindale, CA.

A Look a’ ADA and 504



Continuing Professional Development

Professional Development Survey

Now that you have successfully completed Leading the Way. what else would you like to learn or do?
Below is a list of topics related to the learning outcomes of this guide. Place a check next to the topics
that interest you. Then. in the first column. rank your top 3 choices. Follow-up activities will be designed
based on your responses. Thank you!

NAME: ...-.- a —— —_ _

Top 3 | Check

Choices| All that I would like to learn more about...
2,03) Apply

— a The principles and practices necessary for meaningfully including children with disabilities.
and how I can advocate for them in the program and in the community

- a How inclusion benefits all of us. and how | can help others become more aware of this

a a How to plan and implement management team practices and policies that promote inclusion

_- a Critical points in the disabilities services practices of the program where I must coordinate
with other members of the management team.

=. a The laws and regulations that protect the rights of persons with disabilities. and how they
apply to the program, my job. and my program area.

. a How we can more fully evaluate the accessibility of program facilities and services for
children and families and develop strategies for reasonable accommodation

on a How we can adapt employment practices so that they reflect the rights and protections
afforded to persons with disabilities.

—_ a The special supports needed by children with disabilities and how I can advocate for these
supports.

_ a How to work more collaboratively with LEAs and other community agencies to improve
services for children and families.

—— a How to develop or improve written agreements with LEAs. early intervention programs. and
other agencies.

a How [ can better contribute to the development and implementation of the Disabilities
Services Plan.

a How I can better invol\e and support direct service staff and families in creating an inclusive
program,

- a How I can communicate more effectively, within the program and the community. about the
Head Start program's collaborative approach to services for children with disabilities and their
families.

a Other (please specify): . - - ee - .
84 Leading the Way: Disabilities Services and the Management Team

du



Module 3

Handout 14: Suggestions for Collaboration (page 5)

Procedures for Reviewing/Monitoring Child’s Progress

Kendall Beach School District and Alina County Head Start Program will coordinate efforts by doing the
following:

+ Developing procedures and forms for documenting the frequency and duration of special education
services.

+ Developing procedures for progress reports and periodic consultation with Head Start staff by those
providing related services.

+ Developing procedures for keeping parents involved and informed of their progress

+ Designating responsibility for coordination of staffing and IEP review meetings.

Training and Technical Assistance

Kendall Beach School District and Alina County Head Start Program will provide ongoing training for
staff to inereaye their knowledge and ability to provide quality services to children with disabilities.

Kendall Beach School District and Alina County Head Start Prograni will coordinate these efforts by
doing the following:

+ Developing a system for staff needs assessment in the area of training.
* Coordinating training calendars.
* Training staff in the regulations and program philosophy of each agency.

+ Planning joint training activities.

Counting and Reporting Children with Disabilities

Kendall Beach School District and Alina County Head Start Program have systems for counting and
reporting children with disabilities, These efforts will be coordinated by

* Training staff regarding specific procedures and regul:itions for each agency.

* Developing a system so that timelines and persons responsible for reporting are clear.

Collaborating with LEAs 9



Introduction

Module

Activity 3-1: Myths and 90 Handout 8-Head Star’
Reality (W) minutes LEA Questionnaire
Participants explore the Handout 9-Just the Fucts
common myths that LEAs and Easel, chart paper.
Head Start programs have markers. and tape

about each other.

Activity 3-2: Procedural 90 Handout 10-Carmen and
Module 3: Collaborating Safeguards (W) minutes Jonathan
with LEAs Participants identify their role Handout 11-Defining

in empowering and advocating Family-Centered Support

for parents in their program.

Activity The Role of 60-90 Handout 9-Just the Fucts
vee Start Staff in IEP. minutes pangous 10-Carmen and
Meetings (C) Jonathan

A coaching adaptation of

Activity 3-2: Procedural

Safeguards.

Activity 3-4: Images of 90 Handout 12-Viewer’s
Collaboration (W) minutes — Guide

Participants examine strategies Video-Genting Together®

for promoting collaboration
between Head Start programs
and LEAs.

VCR and monitor

W = Workshop
C = Coaching

*Each Head Start grantee received one copy of this videotape with the initial mailing of t's guide in 1997. For information
about how to get a capy of the video. please see the Resources section. or eall your regional Training and Technival Assis-
tance (T/TA) provider.

Introduction 7



Module 3

Discussion Guide,
continued

Q: Can children who are delayed in their development or immature
for their age benefit from an additional year in Head Start? Will
waiting an additional year ensure that they will be successful in
Kindergarten?

Having children spend an additional year in Head Start is usually not the
answer, although there may be cases where a child’s IEP provides strong
rationale for keeping the child in Head Start for an additional year. In
either case Head Start staff should collaborate with public schools to
make sure there are smooth transitions from Head Start to public schools.
for children with a wide range of abili This collaboration might in-
volve inyiting kindergarten teachers to see what happens in Head Start
classrooms or joint training sessions for Head Start and public school
staff. Schools across the country are becoming more aware of how to
adapt their curriculum to accommodate children whe need more support

Q: If parents choose to enroll their child with a disability in a pre-
school program other than the LEA‘s. does the child retain her
right to FAPE provided by the LEA?

A child’s right to FAPE is never forfeited. Sometimes the most appropri-
ate placement for a child with a disability is a private program for which a
tuition must be paid. This is a decision that is made by parents as integral
members of the team. Regardless of where a child with a disability is
placed, the LEA retains responsibility for ensuring compliance with the
IEP. Another agency may actually implement or address the goals ot a
child’s IEP, but the family’. right to FAPE is never forfeited.

Q: Are teacher-directed methods more effective than child-initiated
methods in enabling children with disabi s to gain specific
skills?

The needs of the child. as outlined in his IEP, help determine what teach-
ing methods will enable him to build on existing skills and learn new
ones. The overriding issue is not whether the ies are teacher-di-
rected or child-initiated, but the specifics of the TEP and the best approach
for the individual child and his family.

Collaborating with LEAs

49



Resources

Disability and Business Technical Assistance Centers
(800) 949-4232 (voice/TDD)

This network of federally funded regional centers provides informa-
tion, referrals, technical assistance, and materials related to all aspects
of ADA.

Disability Rights Education and Defense Fund (DREDF)
2212 Sixth Street

Berkeley, CA 94710

(510) 644-2555 (voice) or (510) 644-2629 (TTY)

This national, nonprofit organization offers concise. up-to-date infor-
mation on the civil rights of persons with disabilities.

Council for Exceptional Children (CEC)
Division for Early Childhood (DEC)
1920 Association Drive

Reston, VA 22091-1589

(703) 620-3660

CEC is the largest international professional organization committed
to improving educational outcomes for individuals with disabilities.

Head Start Training and Technical Assistance (T/TA) Network

The national T/TA network supports local Head Start programs
around a range of issues, including improving services for children
with disabilities. Contact your Administration for Children and Fami-
lies Regional Office for the phone number for the T/TA provider in
your region.

National Early Childhood Technical Assistance System (NEC*TAS)
500 Nations Bank Plaza

137 E. Franklin Street

Chapel Hill, NC 27514

(919) 962-2001 (voice) or (919) 966-4041 (TDD)

This organization assists state agencies in developing and implement-
ing comprehensive services for young children with disabilities and
their families.

Resources

a

lig



Module 3

Handout 10: Carmen and Jonathan (page 3)

Rachelle thought for a moment. “Well. Carmen. I understand how you feel. This is your decision. but I hope
you will reconsider. or talk about it a little while longer with me. Maybe you can tell me what you think
would be valuable about keeping things this way.”

“Jonathan has gained a lot from his work with Jane.” Carmen responded. “When he’s there at the clinic with
her, he really concentrates on what they're doing. And she is concentrating only on him. I think that if she’s
trying to work with other children. too, then he won't get as much attention. J want him to get as much as he
can from those times. It seems to me he's getting more if it’s just him.”

“The children in Jonathan's classroom have made wonderful progress through working with the specialist
right there in the classroom.” Rachelle said. “They leam many of the same skills they would learn in
individual therapy and get benefits from being with other children who have different strengths and needs.
Being in the classrooms has helped the specialists to be creative and try things differently from what they
have done in the past. It has made a real difference. not just for children with special needs but for all the
children. I really think Jonathan would benefit from receiving therapy this way. Maybe you'd like to talk
with some of the other parents or come observe the class and see what I mean.”

Carmen, Elena. and Tio spoke to each other for a minute. “Really. 1 don't have to think about this much
more,” Carmen said. “I understand why you think that getting services in the classroom would help
Jonathan. Maybe when he’s a little older I"! reconsider it. Right now. I don’t want to do that. Jonathan has
come a long way. I know it’s because he’s had that special time with just him and Jane. | don’t want to take
any chances by changing that now. I think we should keep those things the way they are. | still want him to
go to the Carver Center though. Can we do that?"

“Of course.” Rachelle answered. “What would happen is that we would look at the specialists’ schedule and
the classroom schedule and we would arrange to have Jonathan go to the clinic or hospital. depending on who
could see him when. Perhaps one of the buses would take him there and then bring him back to the Carver
Center after his appointment.”

“Td really like it if he didn’t have to get to know someone new. Can he continue working with Jane?”
Carmen asked.

“Probably. Jane is the only physical therapist we use at the Carver Center. If Jonathan needs that kind of
service. she will most likely be the person he'll go to.”

“Okay, well. if we can do it that way. that’s what J want.”

Before the visit ended, Rachelle confirmed the date and time of the IEP meeting with Carmen. Elena, and
Tio. She explained to them that Marie, from the special education department of the LEA. would also be
there.

70

Leading the Way: Disabilities Services and the Management Teant

(iu



i
i
H

Module 2

Activity 2-3:
Let’s Take a
Look

Preparation

Leading the Activity

Purpose: This workshop activity will provide managers with tools to
improve program compliance with those aspects of Title III of ADA relat-
ing to facilities. Participants will first use a checklist to assess program
accessibility using guidelines consistent with the law. Then they will
begin to develop a plan for a full assessment of facilities, along with steps
needed for improvements.

Trainer
Selection: Select a trainer who has a sound understanding of Title HI

of ADA and Section 504. The Disability Businesses
Technical Assistance Center (see the Resources section) or
your regional Training and Technical Assistance (T/TA)
provider can refer you to free or low-cost trainers who are
ADA experts.

Arrange for: Easel. chart paper. markers. paper. pencils. and tape

measures (one for each pair of participants)

Duplicate: Appendix A-Checklist for Existing Facilities (p. A-1):

one for each participant

Prepare: Select sections from each of the 4 priority areas in Appen-

nv

dix A. Each section will be used fora mini-audit during
this activity.

Introduce the activity and review the agenda with participants. Tell
them that during the session they will learn more about Title III of
ADA. This Title ensures that public accommodations provide per-
sons with disabilities equal access to goods. services, and fucitities.
Public accommodations providing transportation must offer equiva-
lent transportation to persons with disabilities as well. Explain that
during this activity, participants will focus on facility accessibility.

Provide an overview of portions of Title HI related to facilities. If
needed, use or distribute Handout 2-The Law. Focus on four areas:
accessible entrance to the facility, access to goods and services, ac
cess to rest rooms, and any other measures necessary to make fucili-
ties accessibie.

A Look at ADA and 504



Module 2

Handout 6: Opinion Survey*

Rate the following statements using the scale below. After completing the survey individually, you will he
asked to discuss your thoughts together as a team.

Strongly agree Strongly disagree
1 2 3 4 § 6 7 8 9 10

1. We can decide nor to hire a qualified teacher if she has a facial disfigurement that might
frighten three and four year olds.

w

We can decide not to hire a qualified family services worker if she uses a wheelchair und is
therefore unable to make home visits.

We can decide nor to hire a qualified home visitor if she has a chronic back problem.

4. We can decide nor to hire a qualified cook if she is HIV positive.

5. Once we hire a person with a disability, we cannot give her negative feedback or we may be
dealing with a lawsuit.

6. We can decide nor to hire a qualified supervisor with severe asthma if all of our buildings are
old and the air quality iy not healthy for a person with asthma.

7. We are obliged to provide accommodations. even costly ones. if needed by a person with a
disability. For example. if an administrative assistant develops multiple sclerosis and is no
longer able to type consistently, we are obliged to buy a voice-activated word processing
system so she can perform her tasks.

8. We can decide nor to hire a qualified janitor if we find out he has a past history of serious
mental illness.

* Adapted with permission from Barr Films. Making the ADA Work for You: Discussion Leader's Guide, 1992.
Irwindale. CA,

A Look at ADA and 504 43



Module 3

Discussion Guide

Use the guide below to discuss the responses to the questionnaire.

Q: When a child with a disability enrolls in Head Start, is the Head
Start program completely responsible for assuring that he or she
receives the necessary services?

The answer to this question is complex. Many misunderstandings on this
issue arise because each party assumes the responsibility belongs to the
other. When a child with a disability enrolls in Head Start. her Individual-
ized Education Program (IEP) will clearly state what special services she
requires. If an IEP has not been developed beforehand, Head Start staff.
parents, specialists. and LEA staff will work together to create one. Often.
the child may receive necessary special services right at the Head Start
program. Head Start program staff need to work closely with LEA staff
to meet the needs of children with disabilities enrolled in Head Start.

Both the Head Start program and the LEA are each 100 percent respon-
sible for working together to assure children with disabilities receive all
needed services. This requires a collaborative effort and attitude on
everyone’s part. One way to launch the necessary partnerships is to work
together on establishing a written interagency agreement.

Q: Regular preschool programs such as Head Start can provide ef-
fective services to children with mild or moderate disabilities.
Can Head Start serve children with more significant disabilities?

There is no set of exact specifications to describe settings that are most
appropriate fo children with disabilities. Every child with disabilities has
a unique set of abilities and needs, as do children who are typically devel-
oping. The severity of a child's disabling condition is not the sole factor
used to determine what is the best educational setting. Identifying the
child’s strengths and needs in an IEP is the best way to decide on the most
appropriate Least Resuictive Environment (LRE). That is the purpose of
the IEP meeting: to develop an appropriate plan with the required parental
input. a plan that considers available options, such as Head Start. an LEA
preschool program. or another early childhood program. The IEP process
also protects the rights of the child and her family to receive the services
detailed in the IEP.

48

Leading the Wav: Disabilities Services and the Manageinent Team

o4



Module 2

Handout 7: Six Key Aspects of Title I of ADA*

Essential Functions

What keeps people with disabilities out of the workforce are prospective employers’ misperceptions about
what people with disabilities can and cannot do. ADA seeks to remedy this by means of the following
requirements:

@ The employer must determine the “essential functions” of each job.

m@ Hiring decisions must be made on the basis of a person's ability to perform those essential
functions. with or without accommodations.

Marginal Functions

ADA makes a distinction between essential functions and marginal ones: essential functions are fundamental
to the job: marginal functions are those that are not absolutely crucial. ADA mandates that marginal
functions be dropped if necessary. or reassigned to other employees.

Customer and Employee Reactions

ADA states that reactions of others are not a valid basis to refuse to hire someone. Hiring decisions cannot
be guided by the presumed prejudices of others.

Effective Supervision

ADA makes it clear that a manager's responsibility doesn’t end with hiring a person with a disability. The
responsibility “continues through every part of employment. including effective supervision.” In fact.
effective supervision is every employee's right.

Reasonable Accommodation

ADA requires employers to provide individuals with disabilities a “reasonable accommodation.” A
reasonable accommodation is any change that allows the person with a disability to do their work
successfully. When determining the best and most reasonable accommodation, the most important resource
is usually the person with the disability.

Undue Hardship
ADA does not obligate programs to provide accommodations if they would impose an undue hardship.

“Undue hardship” is defined as an “action requiring significant difficulty or expense” and is determined on a
case-by-case basis.

*This handout has been adapted with permission from Bart Films. Making the ADA Work fer You: Discussion Leader's
Guide. 1992. Irwindale. CA

44

Leading the Way: Disabilities Services and the Management Team


Module 3

Handout 12: Viewer’s Guide

Use the space below to take notes on pertinent issues raised by the videotape.

m= What does Head Stan need? What does the local education agency (LEA) need”

® > What does cach of them bring?

What are the constraints that each work under?

m@ > What are the benefits of collaboration for each partner?

Collaborating with LEAs

73



Continuing Professional Development

This strategy is time-consuming and a bit difficult to arrange. but it is
very effective and worth the effort. By observing others, managers will
see different methods actually being used, gain a better understanding of
different program areas, and identify how they can each contribute to
improving disabilities services. Observation also promotes greater self-
reflection, an essential skill for working effectively with others. By being
observed in a nonthreatening way, managers can receive feedback about
what works well and what alternatives to explore. It also gives them a
chance to practice new skills in their actual roles.

Taking Action

With collegial support and assistance. managers can work to educate oth-
ers in the program or the community about inclusion. Or they might want
to investigate resources in the community and start a resource directory
for staff and families. Managers. along with staff. might also want to set
up a resource library with materials for parents, staff, and children (in the
classroom). These activities will help staff take a more active role in ad-
vocating for children and adults with disabilities in their programs and
communities.

Continuing Professional Development



pF

Module 2

Handout 2: The Law (page 3)

Title II! also ensures that parents. guardians, and caretakers who have disabilities also have access to the
program and the facility.

ADA uses the terms “readily achievable” and “undue burden” to describe reasonable limits on the steps
necessary to comply with the law, These terms, however, are also not precisely defined. The basic principles
of each are as follows:

m “Readily achievable” with regard to barrier removal means able to be carried out without much
difficulty or expense. Cost of removal and financial resources of the program are two of the
factors to be considered in this determination.

@ = ~“Undue burden” with regard to the provision of auxiliary aids and services means significantly
difficult or expensive. The same factors as those listed above are aspects of this determination:
however, “undue burden” is a higher standard than “readily achievable.”

Title I¥—Telecommunications. Telephone and television companies must provide services to people with
hearing and speech impairments.

Who is a Person with a Disability?

According to ADA. a person with a disability is defined as follows:

@ An individual with a physical or mental impairment that significantly limits at least one major
life activity (for example. alcoholism, Down Syndrome. mental retardation. depression, severe
asthma).

m@ An individual with a history or misclassification of a disability (for example, a person who was
treated for cancer that is now in remission, or a child who was misdiagnosed as having a
disability, or a person who once suffered from a psychiatric disorder).

m An individual who is perceived by others as having a disability (for example. a person with
severe bum scars, or a child who is rumored to have HIV).

38 Leading the Way: Disabilities Services and the Management Team

di



QUESTIONS. : “ POSSIBLE SOLUTIONS

o

Yes No
Doorways and Passages, con aued
Are pictograms or symbols used to identify oO oO O If symbols are used, add
rest rooms, and, if used, are raised characters supplementary verbal signage
and braille included below them? with raised characters and
braille below pictogram symbol
& Is the doorway at least 32 inches clear? oO O O Install offset (swing-clear) hinges.
— O Widen the doorway.
clear width
Are doors equipped with accessible handles Oo Cl O Lower handles.
(operable with a closed fist), 48 inches high CTI UO) Replace knobs or latches with
or less? - lever or loop handles.
height O Add lever extensions.
CO Install power-assisted or
automatic door openers.
& Can doors be opened easily (5 lbf maximum CJ oO O Adjust or replace closers.
force)? OQ install lighter doors.
Cc CO. Install power-assisted or
ore automatic door openers.
Does the entry configuration provide adequate oO Ol O Rearrange furnishings such as
maneuvering space for a person using a C_I chairs and trash cans.
wheelchair? (2 Remove inner door if there is a
clear width vestibule with two doors.
A person in a wheelchair needs 36 inches O Move or remove obstructing
of clear width for forward movement, and a partitions.
5-foot diameter or T-shaped clear space to
make turns. A minimum distance of 48
inches clear of the door swing is neededbe-
tween the two doors of an entry vestibule.
& Is there a 36-inch-wide path to all fixtures? Ol oO O Remove obstructions.
width
Stalls (ADAAG 4.17)
Is the stall door operable with a closed fist, OO | ©) Replace inaccessible knobs
inside and out? with lever or loop handles.
0 Add lever extensions.
Is there a wheelchair-accessible stall that has O oO O) Move or remove partitions.
an area of at least 5 feet by 5 feet, clear of the © Reverse the door swing if it is
door swing, OR is there a stall that is less ac- | safe to do so.
cessible but that provides greater access than a —lengi/
typical stall (either 36 by 69 inches or 48 by 69
inches)?

Checklist for Existing Faciilties version 2.1 © revised August 1995, Adaptive Environments Center, Inc. for the National Institute on
Disability and Rehabilitation Research. For technical assistance, call 1-800-949-4ADA (voice/TDD),

1i7

13



This national training guide was developed by Education Development
Center, Inc., 5S Chapel Street, Newton, MA 02158-1060, under contract
number 10S-93-1583 of the Head Start Bureau. Administration for Children
and Families, Department of Health and Human Services. 1997.

Photographer: Marlene Nelson, Education Development Center. Inc.



POSSIBLE SOLUTION

Yes No

Parking and Drop-Off Areas, continued

needs this space to get close enough to
open the door.

Are the access aisles part of the accessible oO Oo Gg Add curb ramps.
route to the accessible entrance? O Reconstruct sidewalk.
Are the accessible spaces closest to the oO | O Reconfigure spaces.
accessible entrance?
Are accessible spaces marked with the Interna- O O O Add signs, placed so that they
tional Symbol of Accessibility? Are there signs are not obstructed by cars.
reading “Van Accessible” at van spaces?
Is there an enforcement procedure to ensure oO im O implementa policy to check peri-
that accessible parking is used only by those odically for violators and report
who need it? them to the proper authorities.
Entrance (ADAAG 4.13, 4.14, 4.5)
If there are stairs at the main entrance, is there Cc Oj 0 Ifit is not possible to make the
also a ramp or lift, or is there an alternative main entrance accessible, create
accessible entrance? a dignified alternate accessible
entrance. If parking is provided,
Do not use a service entrance as the make sure there is accessible
accessible entrance unless there is no parking near all accessible
other option. entrances.
Do all inaccessible entrances have signs im oO C1 Install signs before inaccessible
indicating the location of the nearest accessible entrances so that people do not
entrance? have to retrace the approach.
Can the alternate accessible entrance be used | O O) Eliminate as much as possible
independently? the need for assistance—to answer
a doorbell, to operate a lift, or to
put down a temporary ramp, for
example.

& Does the entrance door have at least 32 inches im Ol © Widen the door to 32 inches clear.
clear opening (for a double door, at least one CL_] O If technically infeasible, widen to
32-inch leaf)? - 31-3/8 inches minimum.

Glearopening CO. Install offset (swing-clear) hinges.
Is there at least 18 inches of clear wall space on OC oO O) Remove or relocate furnishings,
the pull side of the door, next to the handle? | partitions, or other obstructions.
O Move door.
A person using a wheelchair or crutches clear space O Add power-assisted or auto-

matic door opener.

Checklist for Existing Facilities version 2.1 © revised August 1995, Adaptive Environments Center, Inc. for the National Institute on
6 Disability and Rehabilitation Research. For technical assistance, call 1-800-949-4ADA (voice/TOD’

liv



Module 3

Wrap-Up and
Next Steps

6. Facilitate a discussion, encouraging participants to ask their questions.

Use the discussion to he}p participants gain a more accurate picture of
the program’s current relationship with LEAs and identify their own
role in supporting the program's collaborative efforts.

7. Thank the guests for their time and insights, then discuss with partici-
pants what they have leamed. Ask participants to identify three steps
they will take to support their program's collaborative efforts with
LEAs.

8. Distribute and review Handout 9-Just the Facts. Handout 13-Topics
for Formal Agreements. and Handout 14-Suggestions for Collabora-
tion. Explain that these handouts provide an overview of Head Start
and LEA mandates.

Briefly summarize the session with participants and highlight key points.
Stress that even the most successfui collaboration efforts can begin slowly
and cautiously. Sustained effort over time can help agencies build the
necessary mutual respect to create integrated services.

Distribute and review Next Steps: Ideas to Extend Practice. Help partici-
punts choose the Next Step(s) they would like tc pursue.

Collaborating with LEAs

61

iu



Module 3

Activity 3-1;
Myths and
Reality

Preparation

Leading the Activity

Purpose: This workshop activity provides participants with an opportu-
nity to explore the common myths that LEAs and Head Start programs
have about each other,

Arrange for: Easel. chart paper. markers. and tape

Duplicate: Handout 8—Head Star/LEA Questionnaire (p. 66): one for
each participant
Handout 9—Just the Facts (p. 67): one for each participant

1. Introduce the activity by explaining that participants will begin by
responding to a questionnaire. The statements are designed to help
the management team identify their assumptions about the roles and
responsibilities of Head Start and LEAs in providing services to chil-
dren with disabilities and their families.

2. Distribute Handout 8-Head Star/LEA Questionnaire. Tell partici-
pants that their opinions and ideas will be used as a springboard for
discussion of complex. interagency issues. Assure them that they will
not hand in their responses.

Tip for the Trainer:

|
Participants may express strong feelings during this activity based
on their past experiences in working with LEAs. While it is im-
portant to acknowledge their feelings. the focus of the activity
should remain on debunking the myths. |

3. Allow participants 10 minutes to complete their responses. When
everyone has finished, ask for volunteers to begin the discussion by
sharing their opinions. Use the Discussion Guide below as a guide
for discussing the items.

4. Distribute Handout 9-Just the Facts and review it with participants
This handout summarizes the main points of the discussion guide.

Collaborating with LEAs

47

DU



Checklist for Existing Facilities version 2.1

August 1995

Removal

arrier

COMPLIANCE MATERIALS

To obtain additional copies of this checklist, contact your
Disability and Business Technical Assistance Center.

To be automaticallly connected to your regional center,
call 1-800-949-4ADA. This checklist may be copied as
many times as desired by the Disability and Business
Technical Assistance Centers for distribution to small
businesses but may not be reproduced in whole or in part
and sold by any other entity without written permission of
Adaptive Environments, the author.

copyright © 1995
Adaptive Environments Center, Inc.
Barrier Free Environments, Inc.

Barrier Free Environments, Inc. and Adaptive Environments
Center, Inc. are authorized by the National Institute on Disability
and Rehabilitation Research (NIDRR) to develop information and
materials on the Americans with Disabilities Act (ADA). However,
you should be aware that NIDRR is not responsible for enforcement
of the ADA. The information, presented here is intended solely as
informal guidance, and is neither a determination of your legal
rights or responsibilities under the Act, nor binding on any agency
with enforcement responsibility under the ADA.

The Americans with Disabilities Act
Checklist for Readily Achievable B

105



al

Module 2

A Look at ADA and 504

Outcomes

Key Concepts

Background Information

After completing this module, participants will be able to:

@ Recognize the implications of the Americans with Disabilitics Act
(ADA) or Section 504 of the Rehabilitation Act of 1973 for their
program's operations.

® Evaluate the accessibility of their program's facilities and services for
children and families and identify strategies for reasonable accommo-
dation.

m Adapt employment practices so that they reflect the rights and protec-
tions afforded to persons with disabilities.

Head Start managers are responsible for ensuring that the program
protects the rights of persons with disabilities.

@ Managers must understand the basic provisions of ADA or Section
504 and how the law applies to their program's policies and practices.

m@ Head Start managers need to be able to identify and access the re-
sources they will need as they follow the intent of the law.

Head Start has been a pioneer in including children with disabilities,
reaching and serving them before any federa} educational mandates ex-
isted. Fortunately, laws and regulations related to the rights and protec-
tions of children and adults with disabilities have been enacted over the
years.

The Civil Rights Act, passed in 1964, made discrimination on the basis of
race, sex, religion, and national origin illegal. Since that time, people
with disabilities and their supporters have worked to guarantee the civil
rights of persons with disabilities as well. The Individuals with Disabili-
ties Education Act (IDEA), which will be discussed in Module 3, affords
children who were once excluded from public school systems the right to
a free, appropriate, public education (FAPE) in the ‘- ast restrictive envi-
ronment (LRE).

Section 504 of the Rehabilitation Act of 1973, which prohibits discrimina-
tion on the basis of physical or mental disabilities. applies to every feder-
ally funded program or activity in the country. In 1990, Congress

A Look at ADA and 504

21



Tip for the Coach:

“Inclusion” may feel like an abstract concept for participants who
have not had experience working in inclusive settings. You may
wish to offer these participants some background information
about inclusion, and concrete images of what it looks like across
different program areas. The Introduction of the Disabilities Ser-
Vices foundation guide. Setting the Stage: Including Children
with Disabilities in Head Start can help you provide participants i}
with an overview of inclusion: what it is, and how it benefits chil- \
|
|
!

dren and families. You may also duplicate this section and use it
as a handout.

Wrap-Up and Next Steps

Briefly summarize the s

Distribute the Head Start Program Performance Standards on Services
for Children with Disabilities. Explain that these standards offer
Head Start regulations and guidance for serving children with dis-
abilities and their families. These standards also reinforce disabilities
services as a program-wide effort. Ask participants to review these
standards, focusing on those relating to their particular role within the
program

Discuss the standards with participants. Encourage participants to ask
guestions when they need clarification. Then use the standards to
help participants identify their own roles and responsibilities in man-
aging their program's services for children with disabilities and their
families.

Ask participants to identify three steps they will take to enhance their
contribution to quality disabilities services. Steps should be as a con-
crete as possible. Steps may involve. for example, coordinating with
other managers or bringing the information “home” to their own staf!
and involving them in developing an action plan.

ssion with participants and highlight key points

Stress that including children with disabilities and their families can ben-
efit the program as a whole. However, successful inclusion requires that

everyone "own"

inclusion and play a role in making it work.

Distribute and review Next Steps: Ideas to Extend Practice. Help partici-
pants choose the Next Step(s) they would like to pursue.

Identifying Shared Responsibilities



o

o

o

UESTIONS

Ramps, continued
Do all ramps longer than 6 fee! have railings
on both sides?

Are railings sturdy, and between 34 and 38
inches high?

Is the width between railings or curbs at least
36 inches?

Are ramps non-slip?

Is there a 5-foot-long level landing at every
30-foot horizontal length of ramp, at the top
and bottom of ramps and at switchbacks?

Does the ramp rise no more than 30 inches
between landings?

D Add railings.

O Adjust height of railing if not
between 30 and 38 inches.
O Secure handrails in fixtures.

C Relocate the railings.
O Widen the ramp.

O Add non-slip surface material.

0 Remodel or relocate ramp.

Remodel or relocate ramp.

Parking and Drop-Off Areas (ADAAG 4.6)
Are an adequate number of accessible parking
spaces available (8 feet wide for car plus 5-foot
access aisle)? For guidance in determining the
appropriate number to designate, the table
below gives the ADAAG requirements for new
construction and alterations (for lots with more Note widths
than 100 spaces, refer to ADAAG): of existing

OO

number of
accessible
spaces

accessible
spaces:
Total spaces Accessible
1to25 1 space
26 to 50 2 spaces
51 to 75 3 spaces
76 to 100 4 spaces

Are 8-foot-wide spaces, with minimum 8-foot- O 0

wide access aisles, and 98 inches of vertical C_]

clearance, available for lift-equipped vans? “In
wi

vertical

At least one of every 8 accessible spaces dlearance
must be van-accessible (with a minimum

of one van-accessible space in all cases).

O Recor.figure a reasonable number
of spaces by repainting stripes.

O Reconfigure to provide
van-accessible space(s).

Checklist for Existing Facilities version 2.1 © revised August 1995, Adaptive Environments Canter, Inc. for the National Institute on
Disability and Rehabilitation Research. For technical ssisaded bal 1-800-949-4ADA (volce/TOD).



Module 2

Discussion Guide, Item 6, We can decide nor to hire a qualified supervisor with severe
continued asthma if all of our buildings are old and the air quality is not healthy for
a person with asthma.

Aspects of the Law to Consider:

@ essential functions

@ reasonable accommodations

® undue hardships

Guiding Questions:

@ Is being onsite an essential function of the job?

m@ If essential. can a reasonable accommodation be made?
For example, can the supervisor move to an office with a
window or air filter, or can structural improvements be

made to improve the air quality for the supervisor?

m = Will making structural changes create an undue hardship
for the program?

T:em 7. We are obliged to provide accommodations. even costly ones. if
needed by a person with a disability. For example. if an administrative
assistant develops multiple sclerosis and is no longer able to type consis-
tently. we are obliged to uy a voice-activated word processing system so
she can perform her tasks.

Aspects of the Law to Consider:

m essential functions

@ reasonable accommesdations

@ undue hardships

Guiding Questions:

Is typing an essential or marginal function of the job?

® Will obtaining a voice-activated system create an undue
hardship for the program?

A Look at ADA and 504 29



o

STIONS | : POSSIBLE SOL

Drinking Fountains, continued Yes No
Is there one fountain with its spout no higher im oO O Provide cup dispensers for

than 36 inches from the ground, and another CI fountains with spouts that
with a standard height spout (or a single are too high.
“hi-lo” fountain)? height O Provide accessible cooler.

Are controls mounted on the front or on the side oO im O Replace the controls.
near the front edge, and operable with one
closed fist?

O Place a planter or other cane-

Is each water fountain cane-detectable (located oO oO detectable barrier on each
within 27 inches of the floor or protruding into the C_] side at floor level.
circulation space less than 4 inches from the wall? Ty)
5
prottsion

Telephones (ADAAG 4.31)

If pay or public use phones are provided, is Cl | O Move furnishings.
there clear floor space of at least 30 by 48 inches — O Replace booth with open
in front of at least one? station.

clear space

Is the highest operable part of the phone no Cc im 0 Lower telephone.
higher than 48 inches (up to 54 inches if a side
approach is possible)? a

Does the phone protrude no more than 4 inches O | O Place a cane-detectable
into the circulation space? | barrier on each side at

ar floor level.
protrusion

Does the phone have push-button controls? im | O Contact phone company to
install push-buttons.

Is the phone hearing-aid compatible? Oo O O Have phone replaced witha
hearing-aid compatible one.

Is the phone adapted with volume control? Cl | ( Have volume control added.

Is the phone with volume control identified C oO O Add signage.
with appropriate signage?

If there are four or more public phones in the CO 0
building, is one of the phones equipped witha
text telephone (TT or TDD)?

Install a text telephone.
Have a portable TT available.
Provide a shelf and outlet
next to phone.

ooo

Is the location of the text telephone identified by O Oo 0 Add signage.
accessible signage bearing the International
TDD Symbol?

Checkilst for Existing Facilities version 2.1 © revised August 1995, Adaptive Environments Canter, Inc. for the National Institute on
Disability and Rehabilitation Research. For technical assistance, call 1-800-949-4ADA (volce/TUD).

The yoy COPY AVAILABLE

15



Module 3

Summing Up

children’s education. These rights include informed consent. This means
that parents must clearly understand and agree to the evaluation and pro-
gram decisions made for their children

Free and appropriate public education is the right of every child. including
children with disabilities. The most appropriate setting is decided based
on the unique strengths and needs of each child.

Head Start staff (and the staff of cooperating LEAs) have the responsibil-
ity for helping parents understand all of their rights. It is not safe to as-
sume that they will know them. It is a violation of a parent's ri
allow them to enter into the decision-making process without all the infor-
mation they need in order to give informed consent.

Parents are the ultimate decision-makers in the IEP process. An IEP can-
not be implemented without a parent's permission.

A family-centered approach to services supports a parent's right to in-
formed consent. It helps parents consider all their options and empowers
them to make decisions in the best interests of their children. This em-
powerment and consideration applies even when parents do not agree
with a program's goals or philosophy about inclusive practices (distribute
Handout | 1-Defining Family-Centered Support here if you think it will
further the discussion).

All Head Start staff need to understand their program's commitment to
inclusive practices. This is critical for staff who work closely with par-
ents of children with disabilities

In this case, even though Rachelle was committed to having specialists in
the classroom, she also knew that the decision of what to do for Jonathan
was ultimately Carmen's. and that she needed to respect Carmen's
thoughts and wishes. Furthermore, it would be harmful to her relationship
with the family to undermine Carmen by disagreeing with her in front of
Marie. Rachelle’s response to Marie should clarify her knowledge of
Carmen's rights and explain that her role in that meeting wits to support
Carmen.

Sum up the discussion by highlighting the importance of procedural safe-
guards and the role that Head Start managers play in supporting parents.
These ave particularly significant if managers are striving to offer family-
centered support to children with disabilities and their parents. Managers
may also have the crucial responsibility of helping parents understand
their rights and empowering them to exercise those rights (even if they do
not coincide with the program's goals). Remind participants that in prev i-
ous activities, the team discussed its goals for quality disabilities services.
It is imperative that all staff understand these goals and that their actions
reflect them.

Collaborating with LEAs

in
a



Qu NS

Elevators, continued

Is there a sign on both door jambs at every
floor identifying the floor in raised and braille
letters?

Ifan emergency intercom is provided, is it
usable without voice communication?

Is the emergency intercom identified by
braille and raised letters?

Lifts (ADAAG 4.2, 4.11}
Can the lift be used without assistance? If not,
isa call button provided?

Is there at least 30 by 48 inches of clear space
for a person in a wheelchair to approach to
reach the controls and use the lift?

& Are controls between 15 and 48 inches high
(up to 54 inches if a side approach is possible)?

POSSIBLE SO

C1 Install tactile signs to identify
floor numbers, at a height of
60 inches from floor.

Modify communication system.

0 Add tactile identification.

C1 Ateach stopping level, post dear
instructions for use of the Lift.
O Provide a call button.

O Rearrange furnishings and
equipment to clear more space.

O Move controls.

Priority

® Usability of Rest Rooms

When rest rooms are open to the public, they
should be accessible to people with disabilities.

Getting to the Rest Rooms (ADAAG 4.1)
If rest rooms are available to the public, is at
least one zest room (either one for each sex,
or unisex) fully accessible?

Are there signs at inaccessible rest rooms that
give directions to accessible ones?

O Reconfigure rest room.
O Combine rest rooms to create
one unisex accessible rest room.

C) Install accessible signs.

Doorways and Passages (ADAAG 4.2, 4.13, 4.30)
Is there tactile signage identifying rest rooms?

Mount signs on the wall, on the latch
side of the door, complying with the re-
quirements for permanent signage.

O Add accessible signage,
placed to the side of the door,
60 inches to centerline (not on
the door itself).

Checklist for Existing Facilities version 2.1 © revised August 1995, Adaptive Environments Center, Inc. for the National Institute on
12 Disability and Rehabilitation Research. For technical assistance, call 1-800-949-4ADA (voice/TDD).

lit



Module 3

Handout i0: Carmen and Jonathan (page 4)

THE MEETING CONTINUES
“Well?” Marie asks, looking curiously at Rachelle.

Rachelle finally replies. “Well, Marie. Carmen feels very strongly that Jonathan should continue his therapy
individually. He has made a lot of progress this way. I think we should use this time to talk about how we
can arrange that. I've brought copies of the program calendar/schedule. Jonathan has been going to the
Washington Street clinic. That's not far from the Carver Center. Maybe he can still go there for his
appointments.”

As the meeting continues. Carmen. Martie. and Rachelle work out a schedule that allows Jonathan to continue
his individual therapy appointments. Carmen is visibly pleased. As the family leaves Marie pulls Rachelle
aside

“Listen.” she says in a hushed and angry tone. “I'm really surprised at how this meeting has gone. This is a
complete turnaround for you. Why are you advocating for therapy in a clinic after all we've done to get the
specialists at your center?TM

Put yourself in Rachelle’s shoes. What do you say to Marie? Write your response in
the space below.

Collaborating with LEAs vt



Module 2

Activity 2-1:

What Does It i 5)

Mean for Us? «2
—

Preparation

Leading the Activity

Purpose: This workshop activity will provide participants with an oppor-
tunity to learn about ADA and Section 504. and how those Jaws apply to
typical program operations and practices.

Trainer

Selection: Select a trainer who has a sound understanding of ADA
and Section 504. The Disability Businesses Technical
Assistance Center (see the Resources section) or your re-
gional Training and Technical Assistance (T/TA) provider
can refer you to free or low-cost trainers who are experts.

Arrange for: Easel, chart paper, markers, and tape

Duplicate: Handout 2-The Law (pp. 36-38): one for each participant
Handout 3-Dayne’s Story (pp. 39-40): one for each
participant
Handout 4-Putting the Law into Practice (p. 41): one for
each participant

1. Introduce the activity and review the agenda with participants. Re-
mind managers that including children with disabilities is not just best
practice, or only required by the Head Start Program Performance
Standards on Services for Children with Disabilities. It is also the
subject of federal law. As managers, they have the legal obligation to
know and follow the laws and regulations that protect the rights of
persons with disabilities. They also must ensure that their staff mem-
bers do the same. Tell participants that this activity provides an over-
view of ADA and Section 504.

1

Hang three pieces of chart paper in the room. Write one of the fol-
lowing sentence stems on each piece of chart paper.

m= = As amanager, I need to know more about the part of ADA (or
504) that deals with

® The implications of ADA (or 504) that frighten me most ure . . .

mAs a manager, my biggest challenge related to complying with
ADA (or 504) is...

3. Ask participants to move from one sheet of chart paper to another and
complete each sentence stem individually.

4. When participants have completed this exercise, read the responses
aloud. noting common themes und questions. Tell participants that
the training session will be tailored to answer their questions and allay
their fears, and direct them to resources that can help.

A Look at ADA and 504

23

3.



Resources

assessment, models of service delivery, and implications for
policymakers.

Meservey, L. 1993. Implications of the Americans with Disabilities Act.
Child Care Information Exchange. July/August (93): 81-83.

This article provides information about ADA and what it means for
child care. Child Care Information Exchange is a bimonthly publica-
tion geared to meeting the management needs of early childhood pro-
grams. A number of issues address disability-related topics.

Milt Wright and Associates, producers. 1992. Making the ADA work for
you. Irwindale, Calif: Barr Films.

This video and accompanying discussion guide address both the atti-
tudes and legalities necessary for managers and supervisors to effec-
tively work with the ADA. Contact your regional Training and
Technical Assistance (T/TA) provider to find out if they have a copy
you can borrow.

National Information Center for Children and Youth with Disabilities
(NICHCY). 1993. Questions and answers about the Individuals with
Disabilities Education Act (IDEA). Vol. 3. no. 3. Washington. D.C.

National Information Center for Children and Youth with Disabilities.

This free news digest answers many of the questions commonly asked
by families and professionals about the mandates and requirements of
the Individuals with Disabilities Education Act.

Ad Hoc 619 Work Group of the Federal Interagency Coordinating Coun-
cil. 1995. Assisting our nation's preschool children with disabilities and
their families. A briefing paper on Section 619 of Part B of the Individu-
als with Disabilities Education Act (IDEA), 1986-1996. Available from
NEC*TAS, 500 Nations Bank Plaza, 137 East Franklin Street. Chapel
Hill, NC 27514 (919) 966-7463

This paper provides background information about the Preschool
Grants Program under IDEA. The complete text is available from
NEC*TAS home page (see section on Web Sites for address)

Rabb, V.Y., and K.I. Wood. 1995. Child care and the ADA: A handbook
for inclusive programs. Baltimore: Brookes Publishing Company (800)
638-3775.

This book identifies legal issues, suggests some cost-effective solu-
tions, and presents tools to assist programs in their efforts to comply
with ADA.

Resources

96 89



Introduction

Definition of Icons

Coaching © Oo A training strategy that fosters the development of skills through tailored
instruction, demonstrations, practice, and feedback. The activities are

cea } written for a coach to work closely with one to three participants.
St

Worksl:ops a A facilitated group training strategy that fosters the development of skills
t 4 through activities which build on learning through group interaction.
ae These activities are written for up to 25 participants working in small or

SF large groups with one or two trainers.

Next Steps: ctivities assigned by the trainer immediately following the completion

Next St A gned by th diately foll h 1

Ideas to of the module to help participants review key information, practice skills.

Extend and examine their progress toward expected outcomes of the module.

Practice

‘ontinuin, ‘ollow-up activities for the program to support continued staff develop-

Cont Follow-up for the prog p d staff devel

Professional ment in the regular use of the skills addressed in a particular training

Development guide. It includes:

1. Opportunities tailored for the participant to continue building on the
skills learned in the training

2. Ways to identify new skills and knowledge needed to expand and/or
comnlement these skills through opportunities in such areas as higher
education. credentialing. or community educational programs.

4 Leading the Way: Disabilities Services and the Management Team

do



Module 3

Handout 11; Defining Family-Centered Support*

Family-centered support is...

“Support that is offered to the family as a whole, rather
than to the child with a disability alone, and is based on the
priorities and concerns that are identified by the family rather

than by professionais.”

*Reprinted with permission from the Early Care and Education Committee of the New Hampshire University Affiliated
ProgranV/Institute on Disability. 1993. Durham, NH: University of New Hampshire.

72 Leading the Wax: Disabilities Services and the Management feam

c

Oa


Module 3

Handout 14: Suggestions for Collaboration (page 4)

6.

In this case, the following must be discussed or developed:
—Number of available Head Start placement slots.
—Eligibility criteria for Head Start enrollees.
—Referral procedures to the Head Start program (contact persons. etc.).
—Information packets and systems that provide parents with information about Head Start.

+ Jointly enrolling children in the schoo} district and the Head Start program.

Specific Program Service Delivery
Kendall Beach School District will provide services as designated in the child's IEP.

Alina County Head Start Program will seek out related services in the community for children with
disabilities.

Kendall Beach School District and Alina County Head Start Program may coordinate services to
children with disabilities by considering the following options:

* The school will provide special education resource teachers and therapists onsite at the Head Start
program. The Head Start program will schedule arrangements as needed.

* The school district will reimburse the Head Start program for salaries of necessary special educators
and therapists.

+ The school district and the Head Start program will coordinate transportation services.

Procedures for Hiring and Supervising Staff Providing Special Services

Kendall Beach School District and Alina County Head Start Prograni will coordinate efforts by
considering the following options:

* The school district hires and supervises staff.
* The Head Start program hires and supervises staff and is reimbursed by the school district.

© The school district and the Head Start program form a team to hire and supervise staff and develop
procedures.

78

Leading the Way: Disabilities Services and the Management Team

&¢



Preface

x Leading the Way: Disabilities Services and the Management Team

u



S

Yes No

Seats, Tables, and Counters. continued

At each type of cashier counter, is there a O O © Provide a lower auxiliary
portion of the main counter that is no more | counter or folding shelf.
than 36 inches high? Oa th id
é fap) | (OT Amange hecounaran
create a space to hand items
back and forth.
Is there a portion of food-ordering counters oO oO O) Lower section of counter.
that is no more than 36 inches high, or is Cl] Q) Arrange the counter and
there space at the side for passing items to Teleme surrounding furnishings to
customers who have difficulty reaching over create a space to pass items.
a high counter?
Vertical Circulation (ADAAG 4.1.3(5), 4.3) -
Are there ramps, lifts, or elevators to all O O O1 Install ramps or lifts.
public levels? O Modify a service elevator.
© Relocate goods or services to an
accessible area.
On each level, if there are stairs between the CO oO O1 Post clear signs directing people
entrance and/or elevator and essential public along an accessible route to
areas, is there an accessible alternate route? ramps, lifts, or elevators.
Stairs (ADAAG 4.9)
The following questions apply to stairs
connecting levels not serviced by an elevator,
ramp, or lift.
Do treads havea non-slip surface? O Oo O Add non-slip surface to treads.
Dostairs have continuous rails on both sides, with J O O Add or replace handrails if pos-
extensions beyond the top and bottom stairs? sible within existing floor plan.
Elevators (ADAAG 4.10)
Are there both visible and verbal or audible | O Install visible and verbal or
door opening /closing and floor indicators audible signals.
(one tone = up, two tones = down)?
Are the call buttons in the hallway no higher Cc oO 5 Lower call buttons.
than 42 inches? Provide a permanently attached
— reach stick ”
height
Do the controls inside the cab have raised and O oO oO

braille lettering?

Install raised lettering and
braille next to buttons.

Checklist for Existing Facilities version 2.1 Grevised August 1995, Adaptive Environments Center, inc. for the National Institute on
Disability and Rehabilitation Research. For technical assistance, call 1-800-949-4ADA (voice/TDD).

Lis

11



Module 3

Handout 14: Suggestions for Collaboration (page 2)

Kendall Beach School District and Alina County Head Start Program will coordinate referrals for
evaluation by doing the following:

Developing referral packets and training staff in the use of them.

Sharing responsibility in the referral procedure (such as assisting parents with paperwork and
informing parents of their rights).

Sharing report forms and diagnostic criteria.

3. Comprehensive Evaluation

Kendall Beach School District will provide comprehensive evaluations of children who may require
special education.

Alina County Head Start Program will support parents in the process to obtain appropriate diagnosis for

children determined to be “at ris

Keridall Beach School District and Alina County Head Start Program may coordinate comprehensive

evaluation efforts by doing the followin;

Sharing evaluation resources when possible. For example:

-Head Start may provide the evaluations if the evaluations meet the requirements of

chool districts for the determination of eligibility for special education.

-Head Start program staff may serve on the multidisciplinary evaluation team when Head Start is
being considered as a placernent option.

Coordinating evaluation timelines for each agency
Coordinating sites and scheduling for comprehensive evaluations, For example:

-School district personnel may provide evaluations onsite at the Head Start center.
—Head Start may be responsible for notifying parents about evaluations.
—Heuad Start may provide transportation to appointments at the school district.

Coordinating paperwork to assur. that evaluation results can be shared between agencies when
appropriate, including parent perinission regarding evaluation and sharing of evaluation
information.

16

Leading the Way: Disabilities Services and the Management Team

bu



Entrance, continued
Is the threshold edge 1/4-inch high or less, or
if beveled edge, no more than 3/4-inch high?

€ If provided, are carpeting or mats a maximum
of 1/2-inch high?

Are edges securely installed to minimize
tripping hazards?

Is the door handle no higher than 48 inches
and operable with a closed fist?

The “closed fist” test for handles and
controls: Try opening the door or operat-
ing the control using only one hand, held
ina fist. If you can do it, so cana person
who has limited use of his or her hands.

Can doors be opened without too much force
(exterior doors reserved; maximum is 5 Ibf for
interior doors)?

You can use an inexpensive force meter
ora fish scale to measure the force re-
quired to open a door. Attach the hook
end to the doorknob or handle. Pull on
the ring end until the door opens, and
read off the amount of force required. If
you do not have a force meter ora fish
scale, you will need to judge subjectively
whether the door is easy enough to open.

If the door has a closer, does it take at least
3 seconds to close?

height

Od
O oO

I

height

ir

force

OO
CI

seconds

CO Ifthere isa singlestep witha rise of
6 inches or less, add a short ramp.

CO If there is a thre shold greater
than 3/4-inch high, remove it or
modify it to be a ramp.

O Replace or remove mats.

O Secure carpeting ormatsatedges.

O Lower handle.

© Replace inaccessible knob with
a lever or loop handle.

O Retrofit with an add-on lever
extension.

1) Adjust the door closers and
oil the hinges.

C2 Install power-assisted or
automatic door openers.

© Install lighter doors.

Adjust door closer.

Checklist for Existing Facilities version 2.1 ©revised August 1995, Adaptive Environments Center, Inc. for the National Institute on
Disability and Rehabilitation Research, For technical assistance, call 1-800-949-4ADA (voice/TDO),

Lia



Resources

Refer to the following resources to learn more about the key issues presented in this guide. This chapter is
organized into four main sections: Videotapes Used in this Guide, PrinvAudiovisual Materials, Organizations.

and Web Sites.

Videotapes Used in this Guide

Print/Audiovisual Materials

Two videotapes are used in activities in this guide: Getting together: A
Head Start/school district collaboration, and Shining bright: Head Start
inclusion. Both were packaged on a single videotape and sent to every
Head Start grantee with the first mailing of this guide in 1997. Additional
copies of these videotapes may be ordered together on one tape for $82.00
(stock #2983) from Brookes Publishing Comp.ny Customer Service (800)
638-3775. Videos may also be purchased separ.tely (see below for de-
tails).

Lindeman, D.P.. and T. Adams. 1995. Getting together: A Head Start’
school district collaboration. Parsons, Kany.: Kansas University Affili-
ated Program. Available trom Brookes Publishing Company Customer
Service (800) 638-3775. Stock #2975; $46.00.

This video illustrates the issues that Head Start programs and local
education agencies confront as they provide services for children with
disabilities

Lindeman. D.P.. and T. Adams. 1995. Shining bright: Head Start inclu-
ston, Parsons. Kans.: Kansas University Affiliated Program. Available
from Brookes Publishing Company (800) 638-3775. Stock #2939:
$45.00.

This video illustrates the collaboration and planning needed to make
inclusion work in Head Start.

Adaptive Environments Center. Inc.. and Barrier Free Environmenty. Inc
1995. The Americans with Disabilities Act checklist for readily achiev
able barrier removal 2.1. Boston, Ma-s: Adaptive Environments Center.
Ine. (617) 695-1225.

This checklist helps programs identify accessibility problems and
solutions in existing facilities to support compliance with ADA re-
quirements.

Resources

RT
Su



Module 3

Discussion Guide

Ask participants to consider the following questions:

@ What factors does Rachelle need to consider when she discusses.
Jon's therapy with Carmen’?

® ~=How far should Rachelle go in trying to convince Carmen to
consider having Jon receive therapy in the classroom setting?

B Was Rachelle wrong to let Carmen go down this path and say
the things she said at the IEP meeting?

B® Think about the overall agreement between the LEA and the
Carver Head Start Center. How will the decisions made at this
meeting impact the way other children receive services?

@ Is there an alternative, besides having Jonathan go to the clinic
for therapy, that could potentially satisfy everyone? What
would work? When and how should it be presented?

@ Imagine you are Rachelle’s supervisor. If she came to you for
advice on how to discuss the options for Jonathan and the
program’s philosophy on inclusion. what would you say’?

@ As asupervisor, if Rachelle came to you before her meeting
with the LEA, what advice would you give her on how to pro-
ceed with the meeting based on Carmen's wishes?

IDEA (P. L. 101-476) clearly defines and protects the rights of parents of
children with disabilities to participate in the decisions made about their
children’s education. These rights include informed consent. This means
that parents must clearly understand and agree to the evaluation of their
children and program decisions made for them.

Free and appropriate public education is the right of every child. including
children with disabilities. Decisions about the most appropriate setting
are based on the unique strengths and needs of each child.

Head Start staff (and the staff of cooperating LEAs) have the responsibil-
ity to help parents understand ail of their rights. It is not safe to assume.
that they will know them. It is a violation of a parent's rights to allow
them to enter into the decision-making process without all the information
they need in order to give informed consent.

Collaborating with LEAs

55

64



Module 3

Discussion Guide,
continued

Summing Up

Q: Should Head Start programs contribute money to related services
for children with disabilities?

One of the difficult parts of negotiations between Head Start programs
and LEAs is getting past the misconception that each is somehow “hold-
ing out” on the other with respect to funds available for needed services.
Both parties have guidelines to follow regarding allocating funds for serv-
ing children with disabilities and their families. and should enter into part-
nerships with other agencies prepared to be fully responsible within the
limits of their program's regulations. Whenever possible. Head Start
should look for ways to contribute to related services, for example. pro-
viding transportation. paying for mental health professionals. etc. Such
contributions will only strengthen a Head Start program's relationship
with LEAs, which will result in better services for children.

Q: Will the transition from Head Start to public school be difficult
for families of children with disabilities because LEAs do not of-
fer parent support services?

Tt is not useful to assume that LEAs do not offer support for parents. par-
ticularly parents of children with disabilities, In fact, Head Start can ease
the transition for families by helping them develop positive relationships
with public school staff well before their children enter school. Head
Start. for instance, can jointly sponsor awareness sessions with LEAs to
help Head Start parents understand the types of services that will be avail
able in the public schools. the role parents play. and strategies for advo-
cating for their children, Head Start staff can also help link families with
parent groups and other resources that can ease the stress involved in tran-
sition. For instance, some LEAs have parent advisory councils that bring
parents of children with disabilities together for training and support.
These councils may also advise directors of special education on needed
services and district-wide plans.

Conclude this activity by summarizing information and highlighting key
points. Emphasize that collaboration is a process that takes time. time to
dispel myths while creating a common vision for disabilities services.
Both processes are instrumental in establishing trust and building success-
ful partnerships with LEAs,

Collaborating with LEAs

bG



Module 1

Summing Up

@ = = What particular events triggered a diminished sense of well-
being?

mw In what ways do managers” decisions affect Keezia’s Head Start
experiences?

w = What could managers do, in terms of setting policy. supervising
staff. etc., to make Keezia’s Head Start experiences more posi-
tive? To make Keezia’s family’s experiences more positive?
(Think about all aspects of service delivery.)

J

Tip for the Trainer:

To help participants explore their own feelings and attitudes about
inclusion, see the Discussion Guide in the activity My Point of
View. This activity appears in the Disabilities Services founda-
tion guide, Serring the Stage: Including Children with Disabilities
in Head Start.

{
|
|
l

4. After the discussion about Keezia, ask participants to think about their
own Head Start program. Ask:

TM@ ~=Dochildren with disabilities experience events similar to those
of Keezia?

= What are you doing as individual managers to support children
and families’ sense of empowerment? As a management team?

Summarize the session for participants by making the following key
points

® Acstrategic moments through the day, for a wide range of reasons. a
child may “fall” from feeling fairly competent to feeling incompetent.
misunderstood. frustrated. or rejected.

TM Neither managers. nor teachers. nor home visitors can protect children
from all the hurts or struggles they encounter. But it is the manager's
job to understand how their actions (or lack of action) affect outcomes
for children and families.

In promoting development with any child, it is important to know how to
alter the situation to improve the child's chances for success. Improved
practice grows out of a refined understanding about what the child needs
and what the parent needs. It also stems from greater awareness of who.
among all the staff, can be involved in addressing the need.

Identifving Shared Responsibilities

33

nw
T



Module 2

Handout 5: Title I*

Title 1] of the Americans with Disabilities Act (ADA) makes it unlawful to
discriminate in employment against a qualified individual who has a disability. All
employers with 15 or more employees are legally obligated to comply as of July 26,
1994.

Basically. Title ] mandates that private employers can no longer discriminate against
any “qualified” individual unless undue hardship would result. “Qualified” is defined
as any person who can perform the essential functions of the job with or without
accommodation.

ADA makes it unlawful to discriminate in all employee practices. such as:

recruitment salary promotion f-ing
training leave hiring © ot. ¢ employment-related
benefits layoffs job assignments activities

“Reasonable accommodations” and “undue hardship” are not clearly defined, and you
and the employee. with the assistance of a legal expert when necessary, will have to
work in good faith to make all reasonable accommodations.

Although some empioyers are wary or even frightened of this title and its implications
(cost. ability). many report that accommodations can be easily and inexpensively
made, and that the workforce has benefited as a result of including adults with
disabilities in their workplace.

“Adapted with permission from Child Care Information Exchange. July-August 1993, Implications of the Americans
with Disabilities Act. by L. Meservey. Issue Number 92: 81-83. P.O. Box 2890, Redmond, WA 98073,
RO0-221-2864.

42

Leading the Way: Disabilities Services and the Management Team



Module 3

One way to formalize working relationships is through written inter-
agency agreements. These agreements, which are mandated by the Head
Start Program Performance Standards, can help different agencies estab-
lish routine procedures and develop a common set of expectations about
roles to collaboratively meet the needs of young children with disabilities
and their families.

For an overview of activities in this module. see At A Glance on pp. 5-8

46

Leading the Way: Disabilities Services and the Management Team

vu



Module 3

Handout 14: Suggestions for Collaboration*

interviews with Head Start and school districts” prograrn staff. LEAs and Head Start programs may wish

1

| This example is based on a review of current written and verbal agreements as well as telephone

\t

iH . . . .

i, to change items in the sample agreement to reflect the resources and needs of their local community.
rn

Memorandum of Understanding between Kendall Beach School District and
Alina County Head Start Program

Child Find and Screening

Kendall Beach School District will locate and identify all children with disabilities birth to 21 years
within its jurisdiction.

Alina County Head Start Program will make available at !east 10 percent of its enrollment opportunities
to children with disabilities. To ensure this. Head Start programs will be proactive. by assessing
resources in their community. contacting community agencies and early intervention programs. and
working class !y with school districts and Early Head Start programs. Once children are enrolled. all
Head Start staff will assure that children’s health and developmental needs are identified promptly

Kendall Beach School District and Alina County Head Stait Program will coordinate Child Find and
screening efforts by:

* Training screeners.
* Informing and including parents in the screening process and follow-up.
* Sharing staff and facilities for joint screenings.

* Coordinating the instruments and procedures to be used.

Referral for Evaluation

Kendall Beach School District will provide evaluations of children w ith suspected disabilities,
Evaluations will be conducted by appropriate personnel using appropriate instruments.

Alina County Head Start Prograni will support parents in the referral process if their children are
identified as “at risk” through screenings at.d/or ongoing obsers ations,

* Adapted With permission from the National Network of Resource Acces. Projects

Collaborating with LEAs 18

84



Introduction

Module Activity

Materials

Activity 3-5: Getting Together (C) 90 Handout 9-Just the Facts
Participants assess their program's minutes Handout |2-Viewer's
relationship with LEAs and Guide
identify their role in supporting this Handout 13-Topies for
effort.
Formal Agreements
Handout 14-Suggestions
for Collaboration.
Module 3: Collaborating Next Steps: Ideas to
with LEAs (continued) Extend Practice
Video-Getting Together
VCR and monitor
Activity 3-6: Taking Stock and 90-120 Handout 13-Topics for
Setting Priorities (W) minutes Formal Agreements
Participants assess their current Handout 14-Suggestions
relationships with LEAs and set for Collaboration

priorities for launching and
strengthening their collaborative
efforts,

Easel, chart paper,
markers. and tape

W = Workshop
C = Coaching

*Each Head Stant grantee received one copy of this videotape with the initial muiling of this guide in 1997. For information
about how to get a copy of the video. please see the Resources section. or call your regional Training and Technical Assis-
tance (T/TA) provider.

8 Leading the Way: Disabilities Services and the Management Team
if



Module 3

Discussion Guide,
continued

Q: Is the LEA completely responsible for delivering all special ser-
vices for children with disabilities in the community?

The language of both the Head Stan Act and IDEA indicate that both
parties are responsible for assuring that necessary services for children
with disabilities are provided. The LEA is also likely to have a plan for
implementing IDEA that will influence its relationships to Head Stan
programs in its service area. Consequently, it is extremely important for
members of Head Start management teams to understand which areas of
their programming such a plan might affect. Head Start and LEAs are
both responsible for establishing collaborative agreements that support the
special needs of young children with disabilities and their families. Head
Start managers should seek the support of their regional Training and
Technical Assistance (T/TA) provider in this effort.

Q: Do Head Start and other community-based programs need con-
sultant specialists to make informed referrals to the LEA?

Not necessarily. Head Start teachers are professionals with experience in
the assessment of young children with a wide range of needs and abilities
Fundamental skills that teachers need to be sound referral sources are the
ability to cbserve children, interpret their observations. write them down
in a nonjudgmental way. and solicit the parent’s observations for confir-
mation. It is important to remember that a referral cannot be made with-
out parent approval.

Q: if Head Start conducts its own evaluation of children with dis-
abilities, does it have to share this information with the LEA?

Only with parent permission can evaluation results be shared. In many
cases the willingness to share this information facilitates collaborative

relationships with LEAs and avoids duplication of resources and addi-

tional burdens for the child and parents

50

Leading the Way: Disabilities Services and the Management Team



Contents

Continuing Professional

Development 81
Resources 87
Appendix A A-l
Checklist for Existing Facilities 20... Axl
Contents vii



Module 3

Handout 9: Just the Facts

m= When a child with a disability is enrolled in Head Start, the program and the local
education agency (LEA) are each 100 percent responsible for working together to
assure that she receives all needed services.

a The Individualized Education Program (IEP) is a binding agreement which
stipulates the strengths and needs of a child with disabilities and his family and
protects their rights. It is only through the process of developing an IEP that the
most appropriate educational setting and teaching methods are decided. A
developmentally appropriate Head Start classroom is often a good choice for a
child with a disability.

m LEAs and Head Start should be prepared to enter partnerships for serving
children with disabilities and their families, fully aware of the guidelines for
allocation of funds they can contribute.

m= Head Start should collaborate with public schools to make sure they are ready to
receive children (for kindergarten) with a wide range of abilities and needs.

a Achild’s right to Free and Appropriate Public Education (FAPE) can never be
forfeited.

a Only parents can decide if information from evaluations of their children should
be shared outside of Head Start.

Collaborating with LEAs 67



aE LL PR TET

Module 2

reaffirmed and extended its mandate to ensure these protections by pass-
ing ADA. No longer is discrimination prohibited solely in federally
funded programs: under ADA. privately owned businesses and facilities
must also be accessible to persons with disabilities. ADA provides per-
sons with disabilities the same basic civil rights guaranteed to other citi-
zens.

What does ADA mean for Head Start programs? The implications of this
landmark legislation are still evolving and strategies for following the
letter and spirit of the law will not always be obvious or clear-cut. Head
Start managers, however, need to understand the Jaw and its implications
for staff. program policies and operations. and the children and families
they serve. Managers also need to know when and where to go for the
help they will undoubtedly need as they work to ensure the rights of per-
sons with disabilities.

For an overview of activities in this module. see At A Glance on pp. 5-8.

22

Leading the Way: Disabilities Services and the Management Team

3a



Module 3

Subsequent steps might involve all managers in developing an action plan
for completing or revising the DSP. Participants should also include steps
they can take to help staff and parents understand the DSP and the poli-
cies that support it.

Such planning and program-wide participation can result in a thoughtful
DSP that meets or exceeds the requirements of the Head Start Program
Performance Standards and reflects the quality services that are being
provided by the program.

Use Activity 3-1: Myths and Reality with staff you supervise in your
own program area.

m View the video Getting Together again. (If you need to order a copy
of this video, refer to the Resources section.) This time, focus on key
concepts addressed in the video such as turf issues, staffing, service
delivery (meals, transportation, medication), involving parents, and
constraints as they relate to your work with one of your LEAs. Be-
cause the videotape covers a number of these topics rapidly, you may
Want to stop it at critical points to discuss the issue being raised and
its implications.

® Schedule additional management team meetings to continue the work
begun in Activity 3-6: Taking Stock and Setting Priorities. Asa
team, continue to identify ways to strengthen relationships with each
LEA in your program's service area. and ways each manager can
contribute. Plan steps in the collaboration process with an eye to se-
curing a formal written agreement.

@ Plan a joint session with the management team and key personnel
from an LEA. Use the video Getting Together as a springboard for
discussing what is possible and identifying strategies to strengthen the
current relationship. In your discussion, identify how you can use the
interagency agreement to provide guidance, reflect your common
vision, and strengthen your collaboration.

Collaborating with LEAs



Module 3

Discussion Guide Use the following key points to reinforce the team’s observations

Collaboration is. first and foremost. based on a relaiionship of mutual
respect and trust. Sornetimes collaborative efforts start and evolve
slowly. In one program. a relationship with a new administrator from
the LEA or early intervention program may begin with a breakfast. so
that key players have a chance to meet and informally chat with one
another. Another program might decide that they need a more formal]
discussion or training about what Head Start is and does, as well as
what the LEA or early intervention program is and does. Other pro-
grams may start with agreements about joint training sessions for staff
and move relatively quickly to establishing more comprehensive and
formal agreements. Programs may collaborate to plan training. and
provide opportunities for staff to visit one another's sites.

Mutual understanding lays the foundation for a strong relationship.
Key elements of relationships help strengthen collaboration. resulting
in better services for children. To achieve this result. managers must
be willing to do the following:

@ =~ abandon the notion of protecting “turf

@ acknowledge one another's expertise

TM — cyaluate the contributions that each can make

®@ recognize that each brings a unique perspective that grows out of

their district rules and regulations, and an understanding of their
community

Summing Up As the video illustrates, collaborative efforts between Head Start and the
LEA work best when people “at the top” believe in the effort. make it a
priority. and model it for staff. All managers must be aware of the goals.
support them actively. and reinforce the message with staff they super-
vise.

Conclude the activity by reminding participants that even the most suc-
cessful collaboration efforts can begin slowly and cautiously. Sustained
effort over time can help agencies build the necessary mutual respect to
create integrated services.

58 Leading the Way: Disabilities Services and the Management Team

f



Module 1

Summing Up

m@ Inthe video, how did the Head Start program decide to foster
more inclusive practices? What specific goals did the manage-
ment team set?

= Who, within and outside the program. did the team members
need to involve to reach their goals’

@ = What was the most challenging task they faced? How did they
resolve it?

4. Next, tell participants that you would like to shift the focus to their

own program. Ask them to brainstorm:

m= What do we do well as a team in our efforts to serve children
with disabilities and their families?

m= What challenges do we still face?
f = =Whiat goals do we want to set for quality disabilities services?

List 3 major goals for disabilities services on chart paper and save for
the first Next Step in Module 3 (p. 64). These goals will be used to
build a disabilities services plan (DSP).

5. With participants. discuss how the goals they identified in step 4 are
similar to, or different from. the goals they have for-all children in the
program.

Summarize by pointing out that the video allowed participanis to look into
another classroom and anaiyze aspects of its program. Highlight key as-
pects of their program, as well as the goals they have generated.

Conclude by reminding managers that these goals can be used when they
review and revise their disabilities services plan.

Identifying Shared Responsibilities

t



Medule 2

Summing Up

Tell participants that they will spend the next 20 minutes conducting a
mini-audit of the facility. Give each participant a copy of Appendix
A-Checklist for Existing Facilities. Divide the group into pairs. Tell
each pair the section of ‘he checklist they should focus on (selected by
you earlier).

Give each team a tape measure and agree on a time when all teams
will return to the session to report their findings.

Reconvene the group and have each team report its findings. Ask
managers to highlight what surprised them. what troubled them, and
what possible solutions they can propose for problem areas.

Tell participants that this checklist details some of the requirements
found in ADA Accessibility Guidelines (ADAAG) and that full com-
pliance with ADAAG is required only for alterations and new con-
struction. However, the checklist should also be used program-wide
to help the team determine what barriers may be readily removed at
their facilities, as well as to establish long-term goals for barrier re-
moval,

Ask managers to spend the next 30 minutes developing a plan for
fully assessing accessibility in all facilities and making improve-
ments. The plan should include specifics. such as the names of the
staff, ADA experts, parents, persons with disabilities, etc., who will
be asked to help with the audit: when they will be asked. and by

whom; the facilities each team will assess: a time frame for complet-
ing the audit: and a target date to review all findings.

After the session, rnake a copy of the plan. It can be used again in the
first Next Step of Module 3 (p. 64) as one of the tools for developing
a disabilities services plan (DSP)

Remind participants that making facilities accessible is their legal obliga-
tion and that they can often remove barriers by making simple and rela-

ti

The Department of Justice recommends the development of an Implemer

vely inexpensive changes.

tation Plan, specifying what improvements programs will make to remove
barriers and when each solution will be carried out. Such a plan “could
serve as evidence of a good faith effort to comply” with ADA

Leading the Way: Disabilities Services and the Management Team

di


Module 3

Activity 3-2:
Procedural
Safeguards

Preparation

Leading the Acti

Discussion Guide

Purpose: This workshop activity illustrates the procedural safeguards
that protect the rights of parents of children with disabilities. These safe-
guards define the role Head Start managers play in facilitating the rela-
tionship between parents of children with disabilities and LEAs. All
managers must understand that Head Start staff have an important respon-
sibility to empower and advocate for the parents in their program.

Duplicate: Handout 10—Carmen and Jonathan (pp. 68-71): one for
each participant
Handout | 1-Defining Family-Centered Support (p. 7.
one for each participant

1. Introduce the activity by explaining its purpose and the agenda for
this session.

2. Distribute Handout 10-Carmen and Jonathan.
3. Allow IS minutes for participants to read the handout.
4. Ask participants to answer the question “If you were Rachelle. what

would you say to Marie?” Ask them to write their responses in the
space provided.

S. Ask for volunteers to share their responses with the rest of the group.
6. Lead a discussion of key issues in the story using the discussion guide

below

When you ask for volunteers to share their responses. encourage the dia-
logue by using the questions below:

@ = What factors does Rachelle need to consider when she discusses Jon's
therapy with Carmen?

@ How far should Rachelle go in trying to convince Carmen to consider
having Jon receive therapy in the classroom setting?

m@ Was Rachelle wrong to let Carmen go down this path and say the
things she said at the IEP meeting?

In your discussion, be sure to emphasize these points:

IDEA (P. L. 101-476) clearly defines and protects the rights of parents of
children with disabilities to participate in the decisions made about their

Leading the Way

64

Disabilities Services and the Management Team


a

Module 1

Next Steps:
Ideas to Evtend
Practice

As the management team, there are ways you can extend what you have
accomplished during these sessions. both as a team and with the entire
staff, Ways to continue your work in this area include:

@ Using Handout ]—Keezia’s Story (pp. 19-20) as a preservice or
inservice training activity with the entire staff, parents, and volun-
teers. This will engage participants personally, raise awareness. and
help staff understand how their behavior affects the experience of
children with disabilities.

@ = Inviting the DSM to give an overview of the required parts of the
disabilities services plan (DSP) and an overview of the program's
current plan. Emphasize that while the DSM has a unique role in
designing a DSP and providing support to children with disabilities
and their families, al’ managers have collective responsibility in this
effort. Encourage group members to identify the parts of the DSP
that are most relevant to their particular program area. Then, as a
team. identify specific strategies each member can implement to en-
hance their contribution to quality disabilities services.

18

Leading the Way: Disabilities Services and the Management Team

au


Continuing Professional Development

Cheek All How do you think you learn best?
that Apply
a Attending other training sessions or taking a course at a nearby college
a Reading and writing on my own, with accasional sessions with a colleague. a supervisor. or an
expert consultani.
a Meeting with peers for an ongoing support group in which we discuss successes and concerns. and
create solutions
a Meeting with peers for an ongoing study group in which we read articles. have discussion. ete
a Observing experienced staff members and peers. and has ing them observe me as I practice new
skills
a Meenng with staff from my own program area to develop Back Home Plans
a Receiving written notes and material from my supervisor on topics that interest me
a Other (please specify):
BEST COPY AVAILABLE
Continuing Professional Development gu 85
4



Module 2

Handout 3: Dayne’s Story

Marika is ¢ bright, recently hired Head Start teacher in an urban, center-based Head Start program that serves
500 children and families. On one busy Monday afternoon. Marika happened to pick up the secretary's
phone.

The woman on the other end of the line said. “Good morning. I'm a Telephone Relay Service operator
relaying a call from Mrs. Stanley. who is deaf. I will be the interpreter between you and Mrs. Stanley.”
Marika. hesitating a bit. replied, “Okay.”

The operator waited a moment for the teletypewriter (TTY) message from Mrs. Stanley. then continued. “I
would like to enroll my foster child in the Head Start program. [live in the D Street projects. and I have
several friends who have children in your program. I want you to know that Dayne is a four-year-old. active
boy and he. too, is deaf.”

“Uh. ok Marika replied. wondering what to say next. Then she added. “Actually. I don’t know if our
program is equipped right now for Dayne, or what we would have to do to get ready for him. How can you
be reached later in the day? J will have someone call later to help you.”

Discussion Questions:

1. What do you think of Marika’s reply? Ifyou were Marika. would you have replied differently? If yes.
why? What exactly would you have said? Write your response below.

2. Wyou were Marika, what would be your next steps? How would you follow through?

A Look at ADA and 504 - 39
do



Module 3

Handout 14: Suggestions for Collaboration (page 6)

MW.

Transition

Transition efforts from Alina County Head Start Program to Kendall Beach School District will be

coordinated by doing the following:

Developing a process for sharing information
Training Head Start staff and families about the school district prograni

Facilitating visits by Head Start children and families to the receiving school.

Facilita

ing visits to Head Start by LEA staff.
Developing special transition forms if necessary.

Developing timelines for transition activities.

BO

Leading the Way; Disabilities Services and the Management Team

Bu


Module 3

Activity 3-4:
Images of
Collaboration

Preparation

Leading the Activity

Purpose: The previous activity focused on the procedural safeguards that
define how Head Start managers advocate for and collaborate with par-
ents, In this workshop activity, participants focus on a different kind of
collaboration: that between Head Start programs and LEAs. The video-
tape Getting Together serves as the centerpiece. vividly illustrating the
issues that Head Start programs and LEAs confront as they provide ser-
vices for children with disabilities. This video will help participants ex-
amine strategies for promoting collaboration in their own community .

Arrange for: WCR. monitor. and videotape Getting Together

Preview: Getting Together, which is 20 minutes long. at least twice.
If you need to order a copy of this video, refer to the
Resources section.

Duplicate: Handout 12-Viewer's Guide (p. 73): one for each
participant

1. Introduce the activity and review the agenda with participants. Tell
them they are about to watch a videotape. Getting Together, that was
made in Kansas about a Head Start program and an LEA. Explain
that this videotape is a case study that will provoke their thinking
about the issues that can arise when Head Start programs and LEAs
develop collaborative agreements.

2. Distribute and briefly review Handout 12-Viewer’s Guide. Explain
that these questions will help focus their viewing and the subsequent
discussion.

3. Show the videotape

4. Begin the discussion by asking participants to share their general re-
actions to the videotape. Use the questions on Handout 12-Viewer's
Guide to prompt the group. Ask participants to share their observa-
tions and ideas, using examples from the videotape. Use the Discus-
sion Guide below to raise key issues and help participants realize the
importance of collaboration and the need for all members of the man-
agement team to support the effort.

Collaborating with LEAs

57



Continuing Professional Development

Follow-Up Strategies

Nao

Professional development experiences are most effective when there is
follow-up support. Follow-up builds on the team’s motivation and inter-
est and helps them transfer new skills to the workplace. Jt can extend the
learning that takes place in workshops or coaching sessions.

Research and practice indicate that follow-up is most effective when it is:
® planned as a key component of professional development activities
@ supported by colleagues and supervisors

® designed with the participant

@ based on the needs, interests. and learning style of the participant

A survey is a simple method to assess the needs and interests of your
management team. A sample survey appears at the end of this section

Once the team has selected its priorities, work together to design the can-
tent and approach of follow-up. Below are several follow-up strategies
that can be adapted to meet the needs of individual team members or the
team as a whole. These strategies can be used alone or together to help
team members integrate what they have learned in their day-to-day prac-
tice.

Continued Training

Managers can extend the learning by taking courses at their local college
or attending other training sessions. Many institutions of higher learning
offer courses in management. special education. and child and family
development. Staff from your regional Training and Technical Assistance
(T/TA) net. ork may help teams identify and negotiate with colleges and
universities for credited forma! training that is responsive to members’
needs.

The team can also build on their skills by using the services of their re-
gional T/TA provider with an expertise in disabilities services, by attend-
ing seminars sponsored by outside agencies. and by continuing to
organize training sessions. When organizing, consider joining forces with
other preschools. the local education agency (LEA), and/or other profes-
sional organizations. Cosponsored training enables personnel to form
networks, set the stage for other cooperative ventures, and provide face-
to-face contact between agencies. In addition, cosponsored training can
act as a multiplier of resources: when responsibility is shared. so are the
cos

Continuing Professional Development 81

Ju



Module 2

Discussion Guide

5. Ask participants, as a group, to discuss each item on Handout 6—
Opinion Survey. Tell participants they have 15 to 20 minutes to try to
reach consensus on each item, and that you will not be involved in
their discussion during that time.

6. Ask participants to share their results with you. Use the discussion
guide below to help analyze each of the items.

Close the discussion by asking the team to summarize main points.
Highlight the importance of:

@ the need for confidentiality and protecting all employees’ rights
to privacy

@ well-thought-out job descriptions that identify essential func-
tions of the job

@ the importance of using expert resources to better understand

and follow the law and to make subsequent accommodations
that work for all

Use the following points to guide the group's discussion about each item
on Handout 6-Opinion Survey.

Item 1. We can decide nor to hire a qualified teacher if she has a
facial disfigurement that might frighten three and four year olds.

Aspects of the Law to Consider:

m@ essential functions

@ customer and employee reactions
Guiding Questions:

@ Is the person qualified to perform the essential functions
of the job?

@ Are the reactions of others a valid basis to refuse to hire
someone?

26

Leading the Way: Disabilities Services and the Management Team

Bu



Introduction

Overview

Purpose

Audience

In 1972. Head Start began to reserve at Jeast 10 percent of its enrollment
for children with disabilities. In the years since. Head Start has become
the nation’s largest community-based program providing services to chil-
dren with disabilities and their families. Head Start has defined a set of
principles that are the foundation for Head Start services to children with
disabilities and their families. These principles are:

— to provide a full Head Start program to children with disabilities
@  toserve the children in the least restrictive environment

to provide the special services needed to support parents and other
family members

@  toestablish cooperative agreements with public schools

As with all Head Start services. a primary and ongoing principle calls for
programs to involve parents as co-decisionmakers in choosing services for
their children.

Disabilities services managers (DSMy») have taken the lead in defining
plans for children and providing access to services and resources. At the
same time, just as Head Start programs have needed to work in more for-
mal ways with schools, DSMs find they need to work in more connected
and organized ways with the other members of their management team.
This guide seeks to help programs achieve that goal.

This guide will provide Head Start management teams with the skills.
information. and tools they need to accomplish the following goals:

@ plan and implement integrated services for children with disabilities
and their families

® pian and implement policies and practices that protect the rights of all
persons with disabilities

@ work across areas to create or enhance their disabilities services plan
(DSP)

The training approach builds on the assumption that the DSM will be a
participant in the training. and also a special resource to the team. whether
officially designated as the trainer-in-charge ur not. This design acknow |-

Introduction


Module 2

Handout 4: Putting the Law into Practice

Lead a brief discussion on each of the questions on Handout 3-Dayne’s Story. Emphasize the
following points during the discussion.

@ Create a climate of respect and acceptance. Often the biggest barriers for persons with
disabilities are the attitudes and misperceptions of others. Managers must therefore establish
an environment where children and adults with disabilities are welcomed and accepted.
Focusing on the carrot (“This is the kind of program we want to be”) rather than the stick (“It's
the law”) is one way to create and sustain this climate.

m Use the family as the first resource for identifying needs and possible accommodations.
Meeting with the Stanleys early in the process is essential. Mrs. Stanley is the expert about
what she and Dayne want and need: she probably has many ideas for inexpensive
accommodations as well.

@ Provide staff with basic information on ADA. Conducting training sessions for all staff on ADA
will ensure that all employees understand the law and its implications for the program. With
information and support. staff will be better equipped to protect the rights of persons with
disabilities: such training will he!p protect the program as well.

mw Make reasonable accommodations on a case-by-case basis. Even people with the same
disability will want or need different accommodations. For example. not all people with
hearing impairments need or want an interpreter who signs. Some prefer to express themselves
orally and to read lips. Staff can only find out by asking.

B Prioritize and implement necessary accominedations. After mecting with the family, develop
and implement a plan for accommodations. Some accommodations will have to be made
immediately: others may evolve over time. For example. installing a system for emergency
signals that do not rely on sound, such as lights at strategic locations (bathrooms, corridors.
classroom) that flash when the fire alarm is tripped, should he a top priority. Working with
Mrs. Stanley to find a phone where she can comfortably use her teletypewriter (TTY) may
come later.

BEST COPY AVAILABLE

A Look at ADA and 504 41

uu



Introduction

Performance Standards

Organization of the Guide

Organization of the Modules

edges the work of the DSM to date. using the DSM to highlight strengths
of the program's existing services and to suggest areas that need improve-
ment. In this way, the training will support the DSM as a key contributor
to the improved vision of and blueprint for disabilities services, but will
acknowledge the role of all managers as well.

This guide applies Head Start core values as well as the Head Start Pro-
gram Performance Standards, including, but not limited to, the Perfor-
mance Standards on Services for Children with Disabilities. These
standards require that all Head Start managers play an active role in in-
cluding children with disabilities and their families.

This guide contains the foliowing sections:

Module 1; Identifving Shared Responsit
identify how their current roles and collaboration practices as a team
affect children with disabilities and their families, and the critical
points where coordination among members of the management teum
must take place.

Module 2: A Look at ADA and 504 explains the laws that govern dis-
abilities services policy and practice in Head Start. This module
equips management teams to evaluate facilities and services and iden-
tify strategies for reasonable accommodation. It also addresses ways
to adapt employment practices so that they reflect the rights and pro-
tections afforded to employees with disabilities.

Module 3: Collaborating with LEAs provides participants with infor-
mation and tools to improve relationships with LEAs and other com-
munity organizations. to ensure quality services to children with
disabilities and their families.

Continuing Professional Development offers participants strategies to
apply new skills and extend their learning.

Resources lists print and audiovisual materials and organizations that
managers can use to learn more about key issues

In order to accommodate the aceds of different grantees. each module
offers two different delivery strategies. Workshops are suitable for

Leading the Way: Disabilities Services and the Management Team

aU



Module 2

Nexi Steps:
Ideas to Extend
Practice

You can continue to build on the knowledge gained during these sessions.

both as a team and with the entire staff. Ways to continue your work in
this area include:

@ = Developing and conducting program-wide training for staff and par-
ents to raise awareness of ADA and the program's commitment to
protect the rights of children and adults with disabilities. As part of
the training, feature a panel with adults with disabilities. Ask panel-
ists to focus on their personal experiences in overcoming barriers in
the community and the workplace, and what ADA means to them.
Your local speakers’ bureau or your regional Training and Technical
Assistance (T/TA) provider with an expertise in disabilities services
will be able to help you identify speakers for this session.

@ Enhancing your ability to comply with Title | of ADA. As a manage-

ment team, watch the video Making the ADA Work for You (see the

Resources section). Use the video as a springboard for developing an

action plan. reviewing and updating all job descriptions so that “es-
sential” and “marginal” functions of each position are clarified.

@ Forming a task force to continue the work begun in Activity 2-3:
Let's Take a Loox. Be sure to include an individual with a disability

on the task force. Charge the task force with completing the facilities

audit and further developing the plan for compliance. The plan
should identify short- and long-term goals, and an implementation
timeline for making their facility barrier free. The task force may
consult the Disability and Businesses Technical Assistance Center
(see the Resources section) for information and guidance. They may
also check with their regional T/TA provider with expertise in dis-
abilities services to find other Head Start programs that have cre-
atively removed existing barriers without undue financial hardship.

@ Working with staff members and parents so they more fully under-
stand the intent and legal requirements of ADA. Use Handout 3-
Dayne’s Story (pp. 39-40) and questions |. 2. 4, and 5 as part of a
program-wide meeting or training.

A Look at ADA and S04

mn



Module 1

Activity 1-2.
Setting

Purpose: \n this workshop activity. participants watch Shining Bright. a
videotape that captures a Head Start program's experience developing an
Program inclusive preschool program with their local school district. This video
Goals for will be used as a springboard for helping participants set specific goals for
Disabilities supporting all Head Start children. including those with disabilities.

Services

Trainer Preparation Note:

abilities services in isolation. we recommend that prior to this
training. the program use a tool to help Head Start teachers. spe-
and families create a common vision for inclusion. The
. A Vision for Our Program. from the guide Serring the
Stage: Including Children with Disabilities in Head Start. offers
one way to accomplish this.

| Because the management team cannot develop a vision for dis-
l

Preparation Arrange for: Easel. chart paper. markers. VCR. monitor, and
videotape Shining Bright

Preview Shining Bright (30 minutes) at least twice. If you need to
order a copy of this video, refer to the Resources section.

Leading the Activity 1. Introduce the videotape by explaining that it provides a “transporta-
tion-freeTM tour of another Head Start program, and a chance for par-
ticipants to look into a program that is somewhat similar to their own.
but not their own. This video serves as a case study that offers par-
ticipants a chance to analyze some program elements and features
with distance and objectivity. They can then apply this analysis to
their own program.

2. View the videotape Shining Bright.
3. Facilitate a group discussion. using the questions that follow
@ = What similarities did you see between situations in the video and

situations Keezia (from Activity 1-1: A Day in the Life) en-
countered?

14 Leading the Way: Disabilities Services and the Management Team

25



Introduction |

How to Use This Guide

As you prepare for the training. you will need to understand a few key
assumptions:

@ Head Start Staff as Leaders of the Activities. Head Start managers
can take turns leading most of the activities. We recommend that you
not automatically assign the role of leader to the Disabilities Services
Manager (DSM). Sharing the role of facilitator will underscore the
responsibility that all managers have to ensure that children with dis-
abilities and their families receive the services they are guaranteed.

@ Involvement of Experts. Because of the technical and evolving nature
of the content of Module 2: A Look at ADA and 504. we recommend
involving a consultant who is knowledgeable about the laws to lead
these activities. If you are an outside trainer leading an activity. make
sure you learn about the program and the audience for the activity
ahead of time. In this way. you will be able to tailor sessions to the
needs of the program and capitalize on its specific circumstances,
strengths, and needs,

® = Coordination of Leaders. Each program will need to decide which
internal and outside people are best suited to lead specific activities.
Each program will also need one key person ta coordinate this effort.

The training approach also acknowledges that programs are at different
stages in working out a comprehensive disabilities services plan. Some
will not yet have a plan. Others will have a plan that is still a work in
progress. Still others will have a completed plan that serves as the basis
for its work. For all three. the training presented here offers benefits.

Introduction 9



Preface

Yvonne Lacy has been a Head Start director for more than 20 years. During those
years, she has seen a number of changes, the biggest of which is the relationship be-
tween her program and the local education agency (LEA). “For years, we simply
weren't seen as equals,” Yvonne says. “Head Start was not regarded as part of the
education system.”

When Laura Clark become the LEA’s special education director, they met to discuss
provision of services to preschool children with disabilities Fror- the start, Yvonne
and Laura made a commitment to work together, and together‘ .y grappled with
tough questions: “What are our goals, and how can we work together to reach those
goals?”

Laura reflects, “We were two administrators from two different programs, each trying
very hard to meet the needs of children.” Together, Laura and Yvonne tried different
models of collaboration. First, the LEA hired a special education person to supervise
the provision of services to children with disabilities. That failed. Then they tried a
self-contained classroom. That was even worse. After observing children in the self-
contained classroom who rarely interacted with each other or with staff, Yvonne ap-
proached Laura. Yvonne had an idea. She suggested they collaborate on an inclusive
preschool program where children with disabilities played side by side with children
who did not have disabilities, and Head Start teachers worked side by side with LEA
teachers and specialists.

Laura agreed, but there was resistance. LEA specialists felt this new model would get
in the way of meeting their primary goals: serving children with disabilities. Head
Start staff felt they didn’t have adequate training to work with children with signifi-
cant disabilities, and they were concerned about working with highly trained and cer-
tified LEA staff. Would there be turf battles? Would the specialists try to take over
the classroom? Parents from both sides also expressed concerns. Would their chil-
dren really get what they needed in an inclusive classroom?

But Yvonne and Laura insisted on trying. They talked continually with staff and with
families about their concerns and their questions. Together, they talked about their
fears, about the future, and about the importance of moving forward, despite the cun-
cerns.

And they did move forward. Because of the program, now in operation for three
years, children are thriving and staff from different backgrounds have opportunities
to learn from each other. Launching a program with administrators who have differ-
ent mandates, guidelines, agendas, and priorities has not been easy. What kept them
going, despite the difficulties? They had a common goal. “We needed each other,”
say Yvonne and Laura. “We needed to come together, to achieve common ground, a
common voice. We had to reach out to each other to achieve our vision, to help all
children grow and learn.”

viii

Leading the Way: Disabilities Services and the Management Team

€



E

10

UESTIONS

oo . Yes No
Directional and Informational Signage
The following questions apply to directional and
informational signs that fall under Priority 2.
If mounted above 80 inches, do they have oO CO O Review requirements and re-
letters at least 3 inches high, with high con- Cl] place signs as needed, meeting
trast, and non-glare finish? Jeuer height the Fequirements for character

size, contrast, ani

Do directional and informational signs comply oO oO O Review requirements and
with legibility requirements? (Building direc- replace signs as needed.
tories or temporary signs need not comply.)
Controls (ADAAG 4.27)
Are all controls that are available for use by oO oO 0 Relocate controls.
the public (including electrical, mechanical,
cabinet, game, and self-service controls) lo- -
cated at an accessible height? height

Reach ranges: The maximum height for

a side reach is 54 inches; for a forward.

reach, 48 inches. The minimum reachable

height is 15 inches for a front approach

and 9 inches for a side approach.
Are they operable with a closed fist? Cc] | O Replace controls.
Seats, Tables, and Counters (ADAAG 4.2, 4.32, 7.2)
Are the aisles between fixed seating (other than oO oO (1 Rearrange chairs or tables to
assembly area seating) at least 36 inches wide? C_] provide 36-inch aisles.

width
Are the spaces for wheelchair seating O Ol O Rearrange tables to allow room
distributed throughout? for wheelchairs in seating areas
throughout the area.
1 Remove some fixed seating.
Are the tops of tables or counters between oO OC O Lower part or all of high surface.
28 and 34 inches high? C_] 0 Provideauxiliary tableorcounter.
height

Are knee spaces at accessible tables O Replace or raise tables.

at least 27 inches high, 30 inches wide,
and 19 inches deep?

ir

height/
width/
depth

Checklist for Existing Facilities version 2.1 © revised August 1995, Adaptive Environments Center, Inc. for the National Institute on
Disability and Rehabilitation Research. For technical assistance, call 1-800-949-4ADA (voice/TDD).

lia



Module 3

Next Steps:
Ideas to Extend
Practice

y

I se
ee}

As the management team, there are ways you can extend what you have
accomplished during these activities. Ways to continue this work include:

® > The Head Start Program Performance Standards require that programs

develop a disabilities services plan (DSP). The purposes of the DSP
are to assure that delivering quality services to children with disabili-
ties and their families is a program-wide effort, and to ensure that
resources are used efficiently.

As a first step, managers might review, as a team, the standards re-
lated to the DSP, asking the disabilities services manager (DSM) for
clarification as needed. The DSM might then do the following:

* give an overview of the program's current plan
* provide a handout describing the plan’s format and main sections

+ distribute the current plan and suggest sections of the plan that are
in need of strengthening

The management team can then review the plan and revisit materials
they created together while engaging in the guide’s activities. For
example, if they conducted all of the activities, the team generated the
following items which will help in enhancing their plan and the ser-
vices they provide:

¢ goals for disabilities services in their program, from Activity 1-2:
Setting Program Goals for Disabilities Services

* ideas for putting the law into practice in Handout 3-Dayne's Story.
from Activity 2-1: What Does It Mean for Us?

¢ initial plans for assessing program accessibility in Activity 2-3:
Let's Take A Look

* strategies for furthering the relationship with local education agen-
cies (LEAs) in Activity 3-6: Taking Stock and Setting Priorities.

The work accomplished during the previous activities. along with the
materials generated and the current plan can then be used to engage
all managers in a substantive discussion about goals and services,
responsibility for providing children with disabilities and their fami-
lies a quality program, resources available and needed improvements.

Leading the Way: Disabilities Services and the Management Team

fo



Module 1

Handout i: Keezia’s Story

Keezia, a four-year-old Head Start child, walks to the car with her mother. Ever since
her mom bought that used car, the program says Keezia can't ride the bus with the
other kids. “Gotta hurry, honey.” says Keezia’s mother. Keezia tries to run, but her
legs just get tangled up. When Keezia finally gets in the car, it won't start. Keezia’s
mother helps Keezia out of the car. “We have to walk and walk fast. If you make me
late for work again, I'm not going to have any work to go to.” *

By the time Keezia gets to school, it’s 9:35 and all the other children are finishing
breakfast. No one seems to notice her. *

The teacher doesn't greet Keezia. He heads straight for Keezia’s mother instead. *

He's wearing that mad look. Keezia watches as he tells Keezia’s mother that it’s a
bad idea to be late for school day after day. It’s not good for Keezia. he says. and it’s
disruptive for the other children. too. He asks if Keezia has eaten breakfast this
morning. Keezia’s mother shakes her head “no.” “You do know we can’t serve
breakfast after 9:30,” he says. *

Keezia watches her mother quickly leave the classroom. She knows there won't be
any good-bye hugs today. *

During free time. Keezia is told to play in the manipulative area. Keezia finds a
puzzle with a fish on it. The puzzle is hard, so many pieces. She works on it for the
longest time. trying pieces in lots of different holes, turning the pieces, looking at the
shapes. How come it seems as if she is the only one who can't do puzzles? *

“Couldn't you get that puzzle together?” asks her teacher. “You know, we just don't
have any easier ones.” The teacher asks Philip to help Keezia with the fish. Philip
groans. He’s been working on his castle and he doesn’t want to stop to work on some
fish puzzle. But the teacher urges him, “Keezia can’t do it without you.” Keezia
watches as Philip seems to move like lightning. *

Identifving Shared Responsibilities 19



Introduction

At A Glance
Module Activity Time Materials
Activity 1-1: A Day in the Life (W) 45 Handout 1~Keezia’s Story
Participants explore how managers” munutes Easel, chart paper.
decisions affect the day-to-day markers, tape, legal-size
experiences of children with paper, and stand to hold
disabilities and their families. Handout |
Activity 1-2: Setting Program 75 Video-Shining Bright*
Goals for Disabilities Services (W) minutes .
YCR and monitor
icipants establi ifi Is
spe Participants es ab ish Specilic goals Easel. chart paper. markers

Module 1: Identifying Shared for supporting ail children,

Responsibilities including those with disabilities.
Activity 1-3: What's My Role? (C) 90 Video-Shining Bright*

minutes

W = Workshop
C = Coaching

Participants identify the role they
play in delivering quality
disabilities services for children and
their families.

VCR and monitor

Head Start Program
Performance Standards on
Services for Children with
Disabilities

Next Steps: Ideas to
Extend Practice

*Each Head Start grantee reccived one copy of this videotape with the initial mailing of this guide in 1997. For information
about how to get a copy of the video, please see the Resources section, or call your regional Training and Technical Assis-

tance (T/TA) provider.

Introduction



Module 2

5. Use Handout 2-The Law to present a 20-minute overview to partici-
pants. Tell participants that at the end of the lecture they will receive
the handout that covers all the information presented. Where appro-
priate, expand the lecture to address specific issues generated by the
group and written on the chart paper earlier.

6. After the lecture, distribute a copy of Handout 2-The Law and give
participants time to read it. When they have finished. give the group
time to ask questions, or share comments and concerns. Record any
unanswered questions on the chart paper for investigation after the
session.

7. Distribute a copy of Handout 3—Dayne’s Story to each participant.
Explain that the scenario will be used as a tool for learning about
some of the implications of Title Ill of ADA (or 504) for everyday
practice.

8. Ask for a volunteer to read Handout 3—Dayne’s Story aloud. Allow
the group members 10 minutes to complete the handout individually.

Tip for the Trainer:

Point out that persons communicating with the assistance of a
telephone relay system (TRS) operator, as they do in Dayne’s
Story. usually address each other directly. as in any other direct
conversation. The operator acts simply as an “interpreter.” Spe-
cific terms are used to mediate the conversation: for example, the
phrase “Go Ahead” is used to signal that one person is done talk-
ing. so that the other person can then speak. |

9. Lead a discussion with the managers for 10 to 15 minutes using their
answers on Handout 3—Dayne’s Story as a starting place. Use Hand-
out 4—Putting the Law into Practice to help cover other key points. At
the end cf the discussion. distribute Handout 4 to participants.

10. Collect participants’ written responses on Handout 3-Dayne’s Story.
These can be used again in the first Next Step of Module 3 (p. 64) as
one of the tools for developing a disabilities services plan (DSP).

Summing Up Remind participants that the road to compliance with ADA begins with an
examinztion of attitudes as well as a thorough understanding of the law.
Recognizing that everyone has a right to participate and make a contribu-
tion will help tremendously. By respecting the guaranteed rights of per-
sons with disabilities. and working with them to make needed
accommodations, the Head Start program will be taking steps to protect
the rights of all.

24 Leading the Way: Disabilitics Services and the Management Team

3o



Resources

http://www.cec.sped.org

The Council for Exceptional Children (CEC). This site offers infor-
mation about public policy and legislation, professional development
events, and materials related to children with disabilities. It also of-
fers previews of articles in upcoming issues of CEC’s journals, Ex-
ceptional Children and TEACHING Exceptional Children.

http://www.nectas.unc.edu/

The home page of National Early Childhood Technical Assistance
System (NEC*TAS). This site provides an overview of organiza-
tional goals and services, as well as reports related to developing and

implementing comprehensive services for young children with dis-
abilities and their families.

http://www. public.iastate.edu/~sbilling/ada.html
Entitled the ADA and Disability Information page. this site is one

outcome of the Iowa State University ADA Project. It provides an
assortment of links to ADA and disability-related web sites.

Resources 93



Continuing Professional Development

86 Leading the Way: Disabilities Services and the Management Team

90



Introduction

Module

Activity Time Materials

Module 2: A Look at ADA
and 504

W = Workshop
C = Coaching

Activity 2-1: What Does ftMean 75-99 ~—- Handout 2-The Law

> :
for Us? (W) minutes Handout 3-Dayne’s Story

Participants identify how ADA

. Handout 4—Putting the Law
and Section 5C4 apply to program

into Practice

. Operations and practices,

Easel, chart paper. markers,
and tape

Activity 2-2: As Employers (W) 75-90 Handout 5~Title I

Participants identify aspects of the TMinutes — Handout 6-Opinion Survey
law that influence employment

. Handout 7-Six Key Aspects
practices.

of Title | of ADA
Easel. chart paper, markers.
and tape

Activity 2-3: Let's Take a Look 90-129 Appendix A-Checklist for

(W) minutes Existing Facilities
Participants use a checklist to Easel. chart paper. markers.
assess program accessibility using paper, pencils. and tape
guidelines consistent with the law. measures,

Activity 2-4: ADA: Individual 90 Handout 2-The Law

Solutions (C) minutes Handout 3-Dayne’s Story

Participants discuss the
implications of Title Il of ADA
and pinpoint strategies to
eliminate barriers in their

Handout 4—Putting the Law
into Practice

Next Steps: Ideas to Extend

program. Practice

Leading the Way: Disabilities Services and the Management Team


Resources

National Information Center for Children and Youth with Disabilities
(NICHCY)

P.O. Box 1492

Washington, DC 20013-1492

(800) 695-0285 or (202) 884-8200

NICHCY is a clearinghouse that provides information and services on
disabilities and disability-related issues. NICHCY offers technical
assistance to parent and professional groups. referrals to other organi-
zations, and materials about a range of disability-related issues which
are available in English and Spanish.

National Parent Network on Disabilities (NPND)
1600 Prince Street. #115

Alexandria, VA 22314

(703) 684-6763

This national network was established to provide a presence and per-
sonal voice for parents of children, youth, and adults with disabilities.
NPND shares information and resources in order to promote and sup-
port the power of parents to influence and affect policy issues con-
cerning the needs of people with disabilities and their families, The
NPND includes organizations of parents of children, youth. and adults
with any type of disability.

Web Sites hup://www.ede.org/FSC/NCIP

The National Center to Improve Practice (NCIP) through Technology.
Media. and Materials. This site. operated by NCIP at Education De-
velopment Center. offers a facilitated discussion forum on children
with disabilities, a collection of resources about technology and spe-
cial education, and links to other disability-related resources.

http://www. hood.edu/seri/serihome.htm
Special Education Resources on the Internet (SERI). SERI has links

to numerous disability-related sites, including national organizations
and resources for parents and educators.

92 Leading the Way: Disabilities Services and the Management Team

Loa


Checklist for Existing Facilities version 2.1

Introduction

Title III of the Americans with Disabilities Act
tequires public accommodations to provide goods
and services to people with disabilities on an equal
basis with the rest of the general public. The goal is
to afford every individual the opportunity to benefit
from our country’s businesses and services, and to
afford our businesses and services the opportunity
to benefit from the patronage of all Americans.

The regulations require that architectural and
communication barriers that are structural must
be removed in public areas of existing facilities
when their removal is readily achievable—in
other words, easily accomplished and able to be
carried out without much difficulty or expense.
Public accommodations that must meet the
barrier removal requirement include a broad
range of establishments (both for-profit and
nonprofit)—such as hotels, restaurants, the aters,
museums, retail stores, private schools, banks,
doctors’ offices, and other places that serve the
public. People who own, lease, lease out, or
operate places of public accommodation in
existing buildings are responsible for complying
with the barrier removal requirement.

The removal of barriers can often be achieved by
making simple changes to the physical environment.
However, the regulations do not define exactly how
much effort and expense are required for a facility to
meet its obligation. This judgment must be made

ona case-by-case basis, taking into consideration
such factors as the size, type, and overall financial
resources of the facility, and the nature and cost of
the access improvements needed. These factors are
described in more detail in the ADA regulations
issued by the Department of Justice.

The process of determining what changes are
readily achievable is not a one-time effort; access
should be re-evaluated annually. Barrier removal
that might be difficult to carry out now may be
readily achievable later. Tax incentives are avail-
able to help absorb costs over several years.

Purpose of This Checklist

This checklist will help you identify accessibility
problems and solutions in existing facilities in
order to meet your obligations under tie ADA.

The goal of the survey process is to plan how to
make an existing facility more usable for people
with disabilities. The Department of Justice (DOJ)
recommends the development of an Implementa-
tion Plan, specifying what improvements you will
make to remove barriers and when each solution
will be carried out: “...Such a plan...could serve as
evidence of a good faith effort to comply...”

Technical Requirements

This checklist details some of the requirements
found in the ADA Standards for Accessible
Design (Standards). The ADA Accessibility
Guidelines (ADAAG), when adopted by DOJ,
became the Standards. The Standards are part of
the Department of Justice Title III Regulations,

28 CFR Part 36 (Nondiscrimination on the basis of
disability... Final Rule). Section 36.304 of this regu-
lation, which covers barrier removal, should be
reviewed before this survey is conducted.

However, keep in mind that full compliance with
the Standards is requized only for new construc-
tion and alterations. The requirements are pre-
sented here as a guide to help you determine what
tay be readily achievable barrier removal for ex-
isting facilities. The Standards should be
followed for all barrier removal unless doing so
is not readily achievable. If complying with the
Standards is not readily achievable, you may
undertake a modification that does not fully com-
ply, as long as it poses no health or safety risk.

In addition to the technical specifications, each
item has a scoping provision, which can be found
under Section 4.1 in the Standards. This section
clarifies when access is required and what the
exceptions may be.

Each state has its own regulations regarding
accessibility. To ensure compliance with all codes,
know your state and local codes and use the more
stringent technical requirement for every modifi-
cation you make; that is, the requirement that
provides greatzr access for individuals with
disabilities. The barrier removal requirement for
existing facilities is new under the ADA and
supersedes less stringent local or state codes.

Checklist for Existing Facilities version 2.1 © revised August 1995, Adaptive Environments Center, Inc. for the National Institute on
2. Disability and Rehabliitation Research. For technical assistance, call 1-800-949-4ADA (voice/TDD).

106


Module 3

Conducting the Session

i

Welcome participants and briefly discuss the purpose of the session.
Tell participants that they will first view a videotape illustrating the
issues that Head Start programs and LEAs canfront as they provide
services for children with disabilities. Then they will have an oppor-
tunity to talk with other Head Start managers about the program's
collaborative efforts with LEAs in their communities.

Distribute and briefly review Handout 12~Viewer's Guide. Explain
that these questions will help focus their viewing of the videotape and
the subsequent discussion.

View the videotape and discuss it with participants. Use Handout |2-
Viewer's Guide to guide the discussion. During the discussion, em-
phasize the importance of collaboration and need for all members of
the management team to support this effort.

Tip for the Coach:

Collaboration (p. 58) to reinforce participants’ observations about

|
You may use the Discussion Guide from Activity 3-4: Images of |
the video.

Explain that during the next 30 minutes, the invited managers will
discuss the program's relationship with one or two LEAs. Ask par-
ticipants to prepare two to three questions to ask their guests that will
help them better understand their program's collaboration as well as
their own (possible) roles in supporting the effort.

Welcome the guests. Ask them to provide an overview of the LEAs
they selected: who they are, the history of their relationship with the
Head Start program, and particular challenges they have faced as well
as successes. Then invite them to provide examples that capture their
working relationship in several of the key areas: Child Find. joint
training, etc.

64)

Leading the Way: Disabilities Services and the Management Team

Cu



Module 3

Handout 8: Head Start/LEA Questionnaire

For each of the following questions, check the box which most closely represents your
own thoughts.

Statements 1 2 3 4
Yes Sometimes’ No ‘Don't Know
I. When achild with a disability enrolls in Head Start. is the | Head Q g g im

Start program completely responsible for assuring that he or she
receives the necessary serv services?

nl

Regular preschool programs such as Head Start can provide
effective services to children with mild or moderate disabilities. Oo QO a a
Can Head Start serve children with more significant disabilities?

we

Can children who are delayed in their development or immature for

their age benefit from an additional year in Head Start? Will a] O QO Q
waiting an additional year ensure that they will be successful in

kindergarten?

4. If parents choose t to enroll their child witha disability i in a preschool
program other than the loval education agency's (LEA’s), does the Oo im Q im
child retain her right to a free and appropriate public education
(PAPE) provided by the LEA?

“Are teacher-initiated methods more effective than child- initiated g QO
methods i in enabling children with disabilities to gain specific skill

ny

for children with dis bilities in n the community?

fad

6. Is the LEA ‘completely r responsible for ‘delivering all special services Oo oO QO

Do Head Start and other community-based programs need gO O
_consultant Specialists to make informed referrals to the LEA?

“If Head Start conducts its own ev: aluation of children with
disabilities, does it have to Share this information with the LEA?

ox

Should Head Start programs contribute money to related services
for children with bilities?

Re}

“Will the transition from Head Start to public school be difficult for
families of children with disabilities because LEAs do not offer O GO @ QU
parent support services?

6 Leading the Way: Disabilities Services and the Management Team

do



Module 1

Identifying Shared Responsibilities

Outcomes

Key Concepts

Background Information

After completing this module, participants will be able to:

® Recognize the respective and shared roles and responsibilities of team
members in managing their Head Start program's services for chil-
dren with disabilities and their families.

® Identify how their current roles and team collaboration practices can
directly affect children with disabilities and their families.

@ = Identify critical points in the disabilities services practices of their
program where coordination among members of the management
team must take place.

@ = The disabilities services manager (DSM) has a unique role in. but not
the entire responsibility for. designing a disabilities services plan and
providing support to children with disabilities and their families. All
managers have collective responsibility

@ Clarifying the specific roles and responsibilities of management team
members, and articulating their relationship to one another and to the
DSM. improves the quality of services for all children and families in
the program. including children with disabilities.

A spirit of inclusion has affected the classroom and also the management
structure of Head Start programs. Over the last 10 years. Head Start man-
agement teams have increased their efforts to provide leadership in the
area of disabilities services and building an integrated service plan. To-
day, while the DSM may be the central manager charged with designing
the plan and carrying it out. other members of the management team also
contribute to the plan. Moreover. in the strongest programs. the plan
specifies links to those who oversee other areas, identifying particular
responsibilities that they will take.

This module focuses on the roles of all members of the management team
It seeks to increase participants’ understanding about the relationship
between disabilities services and the program as a whole. In particular. it
seeks to foster professional self-assessment and personal self-awareness
Only by seeing themselves as capable of designing an improved plan for
disabilities services will management teams be able to accomplish this
important task.

For an overview of the activities in this module, see At A Glance on pp.
5-8.

Identifying Shared Responsibilities

—U



Resources

94

Leading the Way: Disabilities Services and the Management Team

Lvs



Module 1

Activity 1-3:

What's My Q 9
Role? QA

=e
Preparation

Conducting the Session

Purpose: The Head Start Program Performance Standards on Services
for Children with Disabilities mandate that disabilities services be a pro-
gram-wide effort. This coaching session will offer new managers back-
ground information about inclusion and help them identify the role they
play in delivering quality disabilities services for children and their fami-
lies.

This session has three parts: 1) viewing the videotape Shining Bright:

2) reviewing the Head Start Program Performance Standards on Services
for Children with Disabilities, and 3) analyzing how the performance
standards relate to their particular role and their program area. At the end
of the session, participants will choose which Next Steps they will work
on to extend their leaming. To prepare for this session:

W Review all the directions and handouts for this session, the Head Start
Program Performance Standards on Services for Children with Dis-
abilities, and Next Steps: Ideas to Extend Practice

@ Arrange for a VCR. monitor, and the videotape Shining Bright.

@ Preview Shining Bright (30 minutes) at least twice. If you need to
order a copy of this video, refer to the Resources section.

@ Obtain copies of the Head Start Program Performance Standards on
Services for Children with Disabilities: one for each participant

@ Duplicate Next Steps: Ideas to Extend Practice (p. 18): one for each
participant

1. Welcome participants and briefly discuss the purpose of the session.

nN

Introduce the videotape Shining Bright by explaining that it captures a
Head Start program's experiences of including children with disabili-
ties and their families

3. View the videotape and discuss it with participants. Use the discus-
sion to help participants identify the benetits of inclusion for children
with disabilities. for typically developing children, for staff, and for
families. Then focus the discussion on inclusion as a program-wide
effort.

16

Leading the Way: Disabilities Services and the Management Team
o-
26


Module 3

Collaborating with LEAs

Outcomes

Key Concepts

Background Information

After completing this module. participants will be uble to:

@ Assess their program's working relationship with local education
agencies (LEAs).

@ = Identify objectives and strategies for strengthening the collaboration
with LEAs to improve services for children and families.

@ Successful collaborations are built on knowledge and mutual respect
Both Head Start and LEA managers/administrators need a thorough
knowledge of the legislation that impacts their program policies and
services to children with disabilities and their families. Both partners
in this collaborative effort have unique capabilities for contributing to
these services.

Providing services to children with disabilities enrolled in Head Start
is a shared responsibility. Children with disabilities and their families
may require a wide range of supports and services that draw on the
resources of all Head Start managers. as well as community organiza-
uons.

Each state is responsible for assuring that young children with disabilities
receive a free and appropriate public education (FAPE) as outlined in the
Individuals with Disabilities Education Act (IDEA). Often. services are
provided through LEAs and early intervention programs. (See the Re-
sources section for materials that can provide more information about
laws affecting services to children with disabilities and their families.)

The Head Start Program Performance Standards describe Head Star's
obligations to follow federal laws and to be active partners with LEAs in
implementing IDEA. While Head Start programs’ and LEAs’ responsi-
bilities differ, both agencies must work together to best meet the needs of
children with disabilities enrolled in Head Start, To accomplish this. they
must develop and sustain a true partnership that reflects their unique con-
tributions. There is no simple recipe to follow. Instead, agencies must
understand their respective mandates, be committed to providing collabo-
rative services. and be willing to investigate alternative approaches that
are responsive to children’s needs. Like other relationships, interagency
collaboration depends on both parties’ zammitment to carry out the spirit
and letter of their mandates

Collaborating with LEAs

S
a



Resources

Organizations

Salisbury, C.L., and B.J. Smith. 1991. The least restrictive environment:
Understanding the options. Principal. 71(1): 24-7.

This informative article provides information about the least restric-
tive environment and its importance for the educational and social
success of children with disabilities.

Simon, S. B. 1 Am Lovable and Capable (IALAC). Chesterfield. Mass.:
Values Press (413) 296-4001.

This story demonstrates the impact our negative comments have on
others. [ALAC materials. including a video and a filmstrip. are avail-
able from Values Press. Box 556. Chesterfield. MA 01012-0556.

U.S. Equal Employment Opportunity Commission & U.S. Department of
Justice, Civil Rights Division. September 1992. The Americans with
Disabilities Act: Questions and Answers. Available from Disability
Rights Education and Defense Fund. Inc.. 2212 Sixth Street. Berkeley.
CA 94710 (800) 466-4232 (V/TDD).

This booklet offers straightforward answers about ADA.

Wolery. M.. P. Strain. and D.B. Bailey. Jr. 1992. Reaching potentials of
children with special needs. In Reaching potentials: Appropriate cw
riculum and assessment for young children. S. Bredekamp and T.
Rosegrant. eds. Washington. D.C.: National Association for the Educa-
tion of Young Children (800) 424-2460.

This chapter describes best practices for children with disabilities and
analyzes the applicability of guidelines for developmentally appropri-
ate practice to their early education.

Child Care Law Center

22 Second Street. 5th floor
San Francisco, CA 94105
(415) 495-5498

This center is a nonprofit legal services organization. offering train-
ing, technical assistance, and advocacy support for improved child-
care policies on local, state, and federal levels.

Leading the Way: Disabilities Services and the Management Team

Io



Module 2

Discussion Guide, Item 4. We can decide nor to hire a qualified cook if she is HIV positive.
continued .

Aspects of the Law to Consider:

B essential functions

@ customer and employee reactions

Guiding Questions:

@ Does her HIV status interfere with the essential functions
of the job?

TM Are the reactions of others a valid basis on which to
decide to refuse to hire someone?

Item 5. Once we hire a person with a disability, we cannot give her nega-
tive feedback or we may be dealing with a lawsuit.

Aspects of the Law to Consider:

@ = effective supervision

Guiding Questions:

@ Can an employer withhold effective supervision or
negative feedback about performance in order to protect
the feelings of the person. or protect themselves from a
possible lawsuit?

m Does a person with a disability have the same right as.
other employees to receive feedback. choose to change

behavior, and practice new skills”?

@ = Will lack of feedback deny her the chance of
improvement and advancement?

28 Leading the Way: Disabilities Services and the Management Team

3%



Module 1

Activity I-1: Purpose: The purpose of this workshop activity is to engage participants ‘
A Day in the personally and help them understand how managers’ decisions affect the
Life* day-to-day experiences of children with disabilities and their families.
Preparation Arrange for: Easel. chart paper, markers. tape. one legal-size piece
of paper. and a stand to hold Handout 1—Keezia's Story
Duplicate: — Handout I-Keezia‘s Story (pp. 19-20): one copy
Leading the Activity 1. Explain that you will begin this activity by telling the story about

Keezia. a Head Start child who has a physical disability.

r =

Tip for the Trainer:

Keezia’s story works best as a dramatic presentation. delivered
slowly and with feeling. If you read the story a number of times t
on your own, and practice presenting it. you may find that you can
deliver it without referring to the printed version more than once

or twice. Pause after each segment of the story (marked on the !
page by an asterisk) and very siowly rip off a thin strip of paper
from the sheet you are holding. Just Jet the strips of paper fall: i
letting them collect on the floor around you adds to the impact.

If you feel uncomfortable with this approach. you can use a less
dramatic method. Ask two participants to present the story as a |
reading. Give each a copy. and ask them to alternate as they read
the paragraphs out loud. Then use the reading as a springboard
for discussion.

2. Begin to read the story (propped on a stand. so you have your hands
free). Hold the plain sheet of paper in one hand. Each time you come
to an asterisk, tear off a thin strip of paper from the sheet you are
holding.

we

At the end of the story, lead participants in a discussion. using the
questions below as prompts. Focus on how managers’ attitudes and
decisions inform policy and practice

m= = Overall, what reactions did you have to Keecia’s story?

*Adapted with permission from S. Simon. / Am Lovable and Capable. Chesterfield. MA: Values Press.

12 Leading the Way: Disabilities Services and the Management Team

2a



Module 3

Wrap-Up and Next Steps

Parents are the ultimate decision-makers in the Individualized Education
Program (JEP) process. An JEP cannot be implemented without a
parent's permission.

A family-centered approach to services supports a parent's right to in-
formed consent. It helps parents consider all their options and empowers
them to make decisions in the best interests of their children. This em-
powerment and consideration applies even when parents do not agree
with a program's goals or philosophy about inclusive practices (distribute
Handout | 1—Defining Family-Centered Support here if you think it will
further the discussion).

All Head Start staff need to understand their program's commitment to
inclusive practices. This is critical for staff who work closely with par-
ents of children with disabilities.

In this case. even though Rachelle was conmnitted to having specialists in
the classroom. she also knew that the decision of what to do for Jonathan
was ultimately Carmen's. It would be harmful to her relationship with the
family to undermine Carmen by disagreeing with her in front of Marie.
Rachelle’s response to Marie should clarify her knowledge of Carmen’s
rights and explain that her role in that meeting was to support Carmen.

Sum up the discussion by highlighting the importance of procedural safe-
guards and the role that Head Start managers play in supporting parents
and supervising staff. Head Start staff have an important role in advocat-
ing for and supporting the rights of parents of children with disabilities.
and they need the guidance and support of managers to do this job effec-
tively. It is also important for managers to know when to intervene and
collaborate with staff in their communication with LEAs to address the
often complex needs of children with disabilities and their families. Dis-
tribute and review Next Steps: Ideas to Extend Practice. Help partici-
pants choose the Next Step(s) they would like to pursue

56

Leading the Way: Disabilities Services and the Management Team
65



Stalls, continued

In the accessible stall, are there grab bars be- oO Ol ©) Add grab bars.
hind and on the side wall nearest to the toilet?
& Is the toilet seat 17 to 19 inches high? oO im 0 Add raised seat.
height
Lavatories (ADAAG 4.19, 4.24}
Does one lavatory have a 30-inch-wide by oO oO C1 Rearrange furnishings.
48-inch-deep clear space in front? O] Replace lavatory.
0 Remove or alter cabinetry to
A maximum of 19 inches of the required clear space provide space underneath.
depth may be under the lavatory. © Make sure hot pipes are
covered.
© Movea partition or wall.
& Is the lavatory rim no higher than 34 inches? oO oO O Adjust or replace lavatory.
height
Is there at least 29 inches from the floor to Ol im © Adjust or replace lavatory.
the bottom of the lavatory apron (excluding
pipes)? a
Can the faucet be operated with one closed fist? oO Oo O) Replace with paddle handles.
Are soap and other dispensers and hand dry- oO | © Lower dispensers.
ers within reach ranges (see page 7) and us- 0 Replace with or provide addi-
able with one closed fist? tional accessible dispensers.
Is the mirror mounted with the bottom edge of Ol oO © Lower or tilt down the mirror.
the reflecting surface 40 inches high or lower? cl QO) Add a larger mirror anywhere
aah in the room,
8!
Priority
@ Additional Access
Note that this priority is for items not required for
basic access in the first three priorities.
When amenities such as drinking fountains and
public telephones are provided, they should
also be accessible to people with disabilities.
Drinking Fountains (ADAAG 4.15)
Is there at least one fountain with clear floor oO oO © Clear more room by rearrang-

space of at least 30 by 48 inches in front?

Cc)

lear space

ing or removing furnishings.

Checklist for Existing Facilities version 2.1 © revised August 1995, Adaptive Environments Center, Inc. for the National Institute on
14 Disability and Rehabilitation Research. For technical assistance, call 1-800-949-4ADA (voice/TDD).

Lis



Preface

The true story on the previous page illustrates the importance of working
collaboratively to provide the best services for children with disabilities
and their famil: As most people who have developed collaborative
relationships realize, leadership from the top is key to making them work.
Managers must believe in the effort. make ita priority. and model it for
staff.

While the disabilities services manager has a unique role in leading the
effort, all Head Start managers must have a common vision of quality
disabilities services. understand their role and responsibility in creating an
inclusive program, and be knowledgeable about the regulations and Jaws.
that affect it.

That is the purpose of this guide: to provide all Head Start managers with
the skills and knowledge needed to plan and implement integrated ser-
vices for children with disabilities and their families. This includes man-
agers who have just begun to take a critical look at their program's
disabilities services and teams that have considerable experience. This
guide will help managers develop a broader view of their roles and set the
stage for developing a more collaborative and coordinated way of work-
ing with each other. with LEAs. and with other community agencies

Each program will need one key person to coordinate this effort. Each
program will also need to make decisions about which internal and out-
side peaple are best suited to lead specific activities. Most of the activi-
ties in this guide can be conducted by internal staff. In fact. we
recommend that managers take turns leading activities, Sharing the role
of facilitator will underscore the responsibility that a// managers have to
ensure that children with disabilities and their families receive the ser-
vices they are guaranteed. Be ause of the technical and evolving nature of
the content of Module 2: A Look at ADA and 504. we do recommend
inviting a consultant knowledgeable about the laws to lead these activi-
ties. The Disability and Businesses Technical Assistance Center (see the
Resources section) can offer suggestions tor qualified low-cost trainers.

This technical guide is one of a series that includes the foundation guide
written for all Head Start staff, parents, and consultants: Setting the
Stage: Including Children with Disabilities in Head Start. We hope that
these materials will strengthen Head Start’s capacity to reach and include
children with disabilities and their families.

Preface - ix



Resources

Child Care Law Center. 1995. Caring for children with special needs:
The Americans with Disabilities Act and child care. San Francisco. Ca-
lif.: Child Care Law Center (415) 495-5498.

This report explains the implications of ADA for early child-care
programs.

Disability Resources, Inc. 1995. DISABILITY information at your finger-
tips: A guide to toll-free telephone resources. 2d ed. Disability Re-
sources, Inc. Four Glatter Lane, Centereach. NY 11720 (516) 585-0290.

This easy-to-use guide lists national nonprofit organizations and gov-
emment agencies that provide disability-related information.

Doggett. L., and J. George. 1993. All kids count: Child care and the
Americans with Disabilities Act. Arlington, Tex: The Arc of the United
States. Publication No. 30-17. (817) 261-6003 or (817) 277-0553 (TDD).

This guide gives child-care providers information about ADA, while
emphasizing the value of including all children in regular child-care
settings.

Harkins, J.E.. H. Levitt, and K. Peltz-Strauss. 1994. Technology and
Telephone Relay Service. Technology and Disability, 3(3): 173-194.

This special issue on telecommunications contains a specific article
on Telephone Relay Service (TRS), and explains many issues sur-
rounding the use of the service by people who are deaf. hard of hear-
ing. or speech impaired, as well as a number of other articles
regarding the communication of people with disabilities.

IRL Program on Employment and Disability. 1996. The implications of
the ADA for personnel training. Ithaca, N.Y.: IRL Program on Employ-
ment and Disability (607) 255-2906 or (607) 255-2891 (TTY).

This publication is one in a series of booklets focusing on ADA
implementation. Other titles address such issues as attitudes towards
the employment of persons with disabilities, reasonable accommoda-
tion, and total quality management and the ADA.

Meisels, S.J., and J.P. Shonkoff, eds. 1990. Handbook of early childhood
intervention. New York: Cambridge University Press.

This collection of articles, written by leading researchers and practi-
tioners, covers a range of topics related to young children with dis-
abilities or developmental vulnerabilities, such as approaches to

88

Leading the Way. Disabilities Services and the Management Team

Gi



Module 2

Activity 2-4:

Solutions ——

Preparation

Conducting the Session

a0

ADA:
Individual A

1

Purpose: Title 11] of ADA (Places of Public Accommodation; Commer-
cial Facilities) requires early childhood centers to ensure equal access to
the facility and to the programs and services they provide. In this coach-
ing session, participants will discuss the implications of Title Il] and pin-
point strategies they can use to eliminate barriers in their program. This
session requires a coach who has a sound understanding of ADA and Sec-
tion 504. The Disability Businesses Technical Assistance Center (see the
Resources section) or your regional Training and Technical Assistance
(T/TA) provider can refer you to free or low-cost trainers who are ADA
experts.

This session has two; “ts: 1) discussing the implications of Title III of
ADA: aiid 2) identifying strategies for implementing Title III in partici-
pants’ programs. At the end of the session, participants will select Next
Steps to extend their learning. To prepare for this session:

@ Review all the directions and handouts for this session.

@ Duplicate Handout 2-Thé Law (pp. 36-38), Handout 3-Dayne’s
story (pp. 39-40), Handout 4—Putting the Law into Practice (p. 41).
and Next Steps: Ideas to Extend Practice (p. 35): one for each partici-
pant

@ Ask participants to bring a description of one child with a disability.
specifying the accommodations the program has made (or plans to
make) to meet the child's individual needs. If this is not possible.
complete only steps | through 4 below, or be prepared to provide a
brief vignette from your own experiences about including a child with
a significant disability in a preschool program.

Coach Preparation Note:

| All families have a right w confidentiality. That is. information
about Head Start children and families can only be shared within
Head Start on a “need-to-know” basis. Before participants share
their descriptions of children in the program, make sure they fully
understand issues around confidentiality.

{

1. Welcome participants and briefly discuss the purpose of today’s ses-

sion, Remind participants that including children with disabilities is

A Look at ADA and S04



Appendix A

Checklist for Existing Facilities*

The checklist on the following pages details some of the requirements found in ADA
Accessibility Guidelines (ADAAG). It can be used program-wide to help your team
assess accessibility in all facilities, determine what barriers may be readily removed,
make improvements, and establish long-term goals for program accessibility.

*Reprinted with permission from Adaptive Environments Center. Inc. and Barrier Free Environments, Inc.. 1995. The
Americans with Disabilities Act Checklist for Readily Achievable Barrier Removal. 2.1. Boston, Mass.: Adaptive Envi-
ronments Center. Inc. The checklist created by Adaptive Environments Center, Inc., was funded by a grant from the
National Institute on Disability and Rehabilitation Research and reviewed for accuracy by the U.S. Department of Jus-
tice. For further guidance on the Americans with Disabilities Act (ADA), contact the Disability and Business Technical
Assistance Centers, located in the 10 federal regions across the country, at (800) 949-4232 (voice/TDD).

Appendix A A-I



Module 2

Handout 2: The Law*

The Civil Rights Act of 1964 made discrimination on the basis of race. sex. religion, and national origin
illegal. Since that time, people with disabilities and their supporters have worked to guarantee the civil rights
of persons with disabilities as well. In addition to learning about the federal legislation, you will need to
become familiar with the state and local statutes that protect the rights of people with disabilities in your area.

Section 504 of the Rehabilitation Act of 1973

Section 504 of the Rehabilitation Act of 1973 prohibits discrimination on the basis of physical or mental
disabilities. and applies to every federally funded program or activity in the country. It was a first step in
guaranteeing the rights of persons with disabilities.

No otherwise qualified individual with handicaps in the United States . . . shall, solely by
reason of her or his handicap, be excluded from the participation in, be denied the benefits of.
or be subjected to discrimination under any program or activity receiving Federal financial
assistance.

Section 504 “thus represents the first civil rights law protecting the rights of handicapped persons and reflects
a national commitment to end discrimination on the basis of handicap" (Preamble. 42FR 22676, col.2 May 4.
1977}. This legislation applies to every program or activity in the country that receives federal funding.
including Head Start programs.

The Americans with Disabilities Act

In 1990 Congress reaffirmed and extended the Civil Rights Act and Section 504 with the passage of the
Americans with Disabilities Act (ADA; P. L. 101-336). ADA is comprehensive civil rights legislation that
creates sweeping protection of the rights of people with disabilities. No longer is discrimination prohibited
solely in federally funded programs. but also in privately owned businesses and facilities open to the public
ADA protects the basic civil rights of all individuals with disabilities, protection similar to that provided to
individuals with respect to race, sex. national origin. age, and religion. It further states that all government
facilities. services, and communications must be accessible, consistent with the requirements of Section 504.

Specifically, ADA gives civil rights protection to individuals with disabilities under these titles:

Title |—Employment. Privately operated businesses or programs ihat employ 15 or more people may not
discriminate against any qualified person with a disability who can perform the “essential functions” of the
job with or without accommodations. The employer must provide “reasonable accommodations” unless
“undue hardship” would result.
The terms “essential functions,” “reasonable accommodation,” and “undue hardship” are used in ADA to
describe reasonable limits on the steps necessary to comply with the law. These terms. however, are not
precisely defined. The basic principles of each are as follows:

*Adapted with permission from The Arc of the United States. 1993, All Kids Count: Child Care and the Americans
with Disabilities Act. Arlington, TX: The Arc of the United States,

36

Leading the Way: Disabilities Services and the Management Team

45