Inclusion: State Legislation and Policies

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Ages: Birth to 3 Years 3 to 6 Years

Birth to 3 Years

Colorado: Colorado has developed guidance on supports and services in everyday routines, activities, and places where all children develop and learn to address the natural environments requirement of Part C of the Individuals with Disabilities Education Act. A number of resources are available including the following:

Connecticut: Connecticut has developed a number of resources to support implementation of the natural environments requirements:

— Guidelines by the Connecticut Birth to Three Natural Environments Task Force (PDF: 102kb) (1997, rev. 1999) was developed to assist the early childhood community in meeting the needs of children with disabilities in everyday typical routines and environments in the home and the community.
— Questions for staff and administrators (PDF: 351kb) of birth-to-3 programs when developing IFSPs and when considering the supports they offer to families in their natural environments were identified.

Delaware: Guide to Promoting Inclusion in Early Care and Education: A Section of the User’s Guide to the Growing Together Portfolio (PDF: 1,506kb)
This guide has been developed to help early care and education providers include more children with disabilities in their groups. The guide includes suggestions for activities, questions to ask families, ways to share information with families, as well as various resources of additional information to support inclusive practices.
Georgia: Georgia developed information for families, "Fact Sheet: Natural Environments" (PDF: 4,355kb) and "Frequently Asked Questions: Natural Environments" (PDF: 2,420kb) , to increase understanding and awareness regarding natural environments requirements and what it means to their child and family.
Indiana: "Early Intervention in Everyday Routines, Activities, and Places: Guidelines for Indiana" (2001) (PDF: 185kb) was developed to help ensure compliance with natural environments requirements and support providers in implementing these requirements.
Kentucky: The Kentucky Department of Education and the Kentucky Commission on Children with Special Health Care Needs - First Steps Program, with state Improvement Grant Dollars, supported the University of Kentucky, Interdisciplinary Human Development Institute and Department of Family Studies to convene a Natural Environments Task Force and Self-Assessment Project. The project has developed and disseminated a state position statement on natural environments, identified and validated guiding principles, indicators and strategies for implementation of the state position statement, and developed a self-assessment document and pilot process to assist local service providers in the implementation of services in the natural environment. Materials related to this project can be accessed at http://www.ihdi.uky.edu/NESAP/.
New Jersey: New Jersey has developed the following documents to support it's commitment to providing quality services to children in natural environments:
— Service Guidelines (PDF: 3,651kb) presents vision and mission statements, describes what natural environments are, discusses natural environments and the IFSP process, and a list of 17 beliefs or expectations about services in natural environments.
— Program Self Study (PDF: 1,220kb) assists early interventionists in developing and providing quality services for infants and toddlers in natural environments.
— A public awareness (PDF: 593kb) piece provides news and information on natural environments.
New Mexico: "New Mexico Family Infant Toddler Program, Technical Assistance Document - Natural Environments" (PDF: 717kb) , was developed to provide guidance to providers on providing supports and services to infants, toddlers, and their families in everyday, routines, activities, and places. The document outlines four recommended practices including (a) family-centered supports and services, (b) supporting child participation in everyday routines, activities and places, (c) expanding and enhancing natural learning opportunities, and (d) integrating supports and services. It also provides guidance on natural environments as an integral part of the IFSP process.
North Carolina: "Growing Up Naturally" (PDF: 729kb) - The purpose of this document is to provide practical information and guidance for early intervention adminstrators, service providers and others delivering services in Natural Environments.
Oregon: Models of Teaming and Service Design In EI/ECSE Programs (PDF: 76kb) This paper includes a review of what is known about service design and collaborative teaming and the models used in Oregon. It offers a review of current research and "best practice" regarding service delivery and models of teaming. Recommendations are offered regarding further actions and training activities.
Pennsylvania: The Guidelines to Support the Early Intervention Process: Inclusion (PDF: 1,261kb) addresses services for children birth to five. The guidelines include and refer the reader to legal requirements, suggest quality practices, and clarify activities related to inclusion. This document is part of a series of guidelines that have been approved by the PA Departments of Public Welfare and Education, Office of Child Development and Early Learning.
Texas: In Texas, early intervention services are provided to over 35,000 children in natural and inclusive environments. The Texas Interagency Council on Early Childhood Intervention (ECI) has developed a service provider training module that clarifies the history, approach and goals of early intervention in Texas. Relevant sections of "ECI 101" focus on the following: Family-Centered Philosophy (PDF: 9,049kb) , Routines-Based Approach to Family-Centered Services (PDF: 5,403kb) , Relationship-Based Approach to Family-Centered Services (PDF: 4,589kb) and Working with Children and Families in Home and Community Settings. (PDF: 4,572kb)
Virginia: Virginia developed an analysis of federal regulations, OSEP policy letters and Virginia policies and procedures related to natural environments in "Natural Environments Correlations with Federal Regulations, Policies and Procedures and OSEP Policy Letters" (PDF: 63kb) . This document serves as an excellent resource for states in summarizing policy related to natural environments.
In translating policy to practice, Virginia provided guidance to families and providers on the provision of early intervention services in the context of natural environments within the framework of the Individualized Family Service Plan (IFSP) in "Family Centered Early Intervention Within the Context of Daily Routines and Activities of Children and Families: Development of the IFSP". Sections of this document and appendices that relate specifically to natural environments are as follow:

— Page 2 of the Individualized Family Service Plan (PDF: 110kb) form provides opportunities for documenting children and family daily activities and routines and page 8 provides for the identification of learning opportunities and activities that build on the child's and families' interests and abilities for each outcomes.
— Pages 3, 7 and 9 in the Individualized Family Service Plan Form - Guidance (PDF: 78kb) provides instructions on how to complete the IFSP sections related to natural environments.

Washington: Washington State Infant Toddler Early Intervention Program (DOC: 79kb) "Guidelines for Implementing Early Intervention Services in Natural Environments" was developed to provide guidance to all individuals who comprise the state early intervention system in adapting and modifying services as necessary to meet the natural environments requirements of the Individuals with Disabilities Education Act, Part C. The Guidelines emphasize the importance of providing early intervention services as part of the family's daily routines and activities, specifically using the child's natural learning opportunities.
Wisconsin: Wisconsin's Web site on natural environments presents guidelines developed by its state interagency coordinating council, practical information on putting the guidelines into practice, and examples of success stories.

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3 to 6 years

Illinois: The Illinois State Board of Education in collaboration with the Partners in the Access and Equity Project developed a guidebook, "One of Us - Access and Equity for All Young Children" (PDF: 512kb) , to encourage and promote increased access for preschool age children with disabilities to be educated with their typically developing peers in preschool programs. The guide includes information on (a) collaboration as the key to inclusion, (b) providing inclusive individualized services, and (c) finding solutions.
The Illinois State Board of Education, Early Childhood Division has devloped a guidance paper on LRE in early childhood special education (PDF: 30kb) .
Iowa: 3-4-5 Thrive: A Guide to Providing Educational Opportunities in the Least Restrictive Environment (LRE) for Iowa’s Preschoolers with Disabilities — Developed by the Iowa Department of Education in collaboration with parents, educators, and others, this guide provides direction in ensuring that preschoolers are provided educational opportunities that meet Federal LRE guidelines.
North Dakota: To assist personnel in providing individualized services to preschool children with disabilities, North Dakota developed "Early Childhood Special Education for Children with Disabilities Ages Three through Five" , a reference guide of required and recommended practices. This guide focus on a number of key elements, including recommendations related to providing opportunities for young children to be educated with same-age peers without disabilities in a variety of settings (least restrictive settings). An "LRE Planning Worksheet" (PDF: 12kb) is provided as well as "An Alternative Procedure to Identify the Most Appropriate Learning Environment" (PDF: 29kb) when modifying the IEP.
Oregon: In Oregon, many young children with disabilities receive services from a combination of different programs, including Early Childhood Special Education, Oregon Head Start Pre- Kindergarten, Migrant Head Start and Local Education Agencies. A Guidance Paper: Head Start, Migrant Head Start and Early Childhood Special Education (age three to five) (PDF: 164kb) , which was developed by Oregon Department of Education, Office of Special Education and Office of Student Services in April 2000, clarifies the roles and responsibilities of each program in relationship to the special education needs of these children.
Models of Teaming and Service Design In EI/ECSE Programs (PDF: 76kb) This paper includes a review of what is known about service design and collaborative teaming and the models used in Oregon. It offers a review of current research and "best practice" regarding service delivery and models of teaming. Recommendations are offered regarding further actions and training activities.
Pennsylvania: The Guidelines to Support the Early Intervention Process: Inclusion (PDF: 1,261kb) addresses services for children birth to five. The guidelines include and refer the reader to legal requirements, suggest quality practices, and clarify activities related to inclusion. This document is part of a series of guidelines that have been approved by the PA Departments of Public Welfare and Education, Office of Child Development and Early Learning.
Utah: The development of this guidance document (PDF: 1,571kb) was an activity of a long-term strategic plan within the Utah State Office of Education, Special Education Services to support early childhood programs and extend opportunities for inclusion in preschool special education. Partners across the State of Utah participated in meetings and contributed resources and expertise.

We encourage you to contact us by e-mail about
natural environment/inclusion resources that you have available in your state.

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Links on this site are verified monthly. This page content was last updated on 01/27/2009 CF.

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Download Adobe Acrobat Reader Contact Lists and Finder Topic Pages Conferences and Calendars Projects Finder Publications eNotes	Inclusion: State Legislation and Policies Printer-friendly Page Ages: Birth to 3 Years 3 to 6 Years Birth to 3 Years Colorado: Colorado has developed guidance on supports and services in everyday routines, activities, and places where all children develop and learn to address the natural environments requirement of Part C of the Individuals with Disabilities Education Act. A number of resources are available including the following: — An issues brief, "Natural Environments . . .everyday routines, activities, and places where all children develop and learn" (PDF: 255kb) provides clarification on commonly asked questions about natural environments and services provided within family routines and activities. — A newsletter, "Resources and Connections: Enhancing the quality of supports and Services for Infants, Toddlers and Families", (PDF: 57kb) to keep communities up-to-date on the latest information and resources supporting quality practices in early learning and early intervention. Connecticut: Connecticut has developed a number of resources to support implementation of the natural environments requirements: — Guidelines by the Connecticut Birth to Three Natural Environments Task Force (PDF: 102kb) (1997, rev. 1999) was developed to assist the early childhood community in meeting the needs of children with disabilities in everyday typical routines and environments in the home and the community. — Questions for staff and administrators (PDF: 351kb) of birth-to-3 programs when developing IFSPs and when considering the supports they offer to families in their natural environments were identified. Delaware: Guide to Promoting Inclusion in Early Care and Education: A Section of the User’s Guide to the Growing Together Portfolio (PDF: 1,506kb) This guide has been developed to help early care and education providers include more children with disabilities in their groups. The guide includes suggestions for activities, questions to ask families, ways to share information with families, as well as various resources of additional information to support inclusive practices. Georgia: Georgia developed information for families, "Fact Sheet: Natural Environments" (PDF: 4,355kb) and "Frequently Asked Questions: Natural Environments" (PDF: 2,420kb) , to increase understanding and awareness regarding natural environments requirements and what it means to their child and family. Indiana: "Early Intervention in Everyday Routines, Activities, and Places: Guidelines for Indiana" (2001) (PDF: 185kb) was developed to help ensure compliance with natural environments requirements and support providers in implementing these requirements. Kentucky: The Kentucky Department of Education and the Kentucky Commission on Children with Special Health Care Needs - First Steps Program, with state Improvement Grant Dollars, supported the University of Kentucky, Interdisciplinary Human Development Institute and Department of Family Studies to convene a Natural Environments Task Force and Self-Assessment Project. The project has developed and disseminated a state position statement on natural environments, identified and validated guiding principles, indicators and strategies for implementation of the state position statement, and developed a self-assessment document and pilot process to assist local service providers in the implementation of services in the natural environment. Materials related to this project can be accessed at http://www.ihdi.uky.edu/NESAP/. New Jersey: New Jersey has developed the following documents to support it's commitment to providing quality services to children in natural environments: — Service Guidelines (PDF: 3,651kb) presents vision and mission statements, describes what natural environments are, discusses natural environments and the IFSP process, and a list of 17 beliefs or expectations about services in natural environments. — Program Self Study (PDF: 1,220kb) assists early interventionists in developing and providing quality services for infants and toddlers in natural environments. — A public awareness (PDF: 593kb) piece provides news and information on natural environments. New Mexico: "New Mexico Family Infant Toddler Program, Technical Assistance Document - Natural Environments" (PDF: 717kb) , was developed to provide guidance to providers on providing supports and services to infants, toddlers, and their families in everyday, routines, activities, and places. The document outlines four recommended practices including (a) family-centered supports and services, (b) supporting child participation in everyday routines, activities and places, (c) expanding and enhancing natural learning opportunities, and (d) integrating supports and services. It also provides guidance on natural environments as an integral part of the IFSP process. North Carolina: "Growing Up Naturally" (PDF: 729kb) - The purpose of this document is to provide practical information and guidance for early intervention adminstrators, service providers and others delivering services in Natural Environments. Oregon: Models of Teaming and Service Design In EI/ECSE Programs (PDF: 76kb) This paper includes a review of what is known about service design and collaborative teaming and the models used in Oregon. It offers a review of current research and "best practice" regarding service delivery and models of teaming. Recommendations are offered regarding further actions and training activities. Pennsylvania: The Guidelines to Support the Early Intervention Process: Inclusion (PDF: 1,261kb) addresses services for children birth to five. The guidelines include and refer the reader to legal requirements, suggest quality practices, and clarify activities related to inclusion. This document is part of a series of guidelines that have been approved by the PA Departments of Public Welfare and Education, Office of Child Development and Early Learning. Texas: In Texas, early intervention services are provided to over 35,000 children in natural and inclusive environments. The Texas Interagency Council on Early Childhood Intervention (ECI) has developed a service provider training module that clarifies the history, approach and goals of early intervention in Texas. Relevant sections of "ECI 101" focus on the following: Family-Centered Philosophy (PDF: 9,049kb) , Routines-Based Approach to Family-Centered Services (PDF: 5,403kb) , Relationship-Based Approach to Family-Centered Services (PDF: 4,589kb) and Working with Children and Families in Home and Community Settings. (PDF: 4,572kb) Virginia: Virginia developed an analysis of federal regulations, OSEP policy letters and Virginia policies and procedures related to natural environments in "Natural Environments Correlations with Federal Regulations, Policies and Procedures and OSEP Policy Letters" (PDF: 63kb) . This document serves as an excellent resource for states in summarizing policy related to natural environments. In translating policy to practice, Virginia provided guidance to families and providers on the provision of early intervention services in the context of natural environments within the framework of the Individualized Family Service Plan (IFSP) in "Family Centered Early Intervention Within the Context of Daily Routines and Activities of Children and Families: Development of the IFSP". Sections of this document and appendices that relate specifically to natural environments are as follow: — Page 2 of the Individualized Family Service Plan (PDF: 110kb) form provides opportunities for documenting children and family daily activities and routines and page 8 provides for the identification of learning opportunities and activities that build on the child's and families' interests and abilities for each outcomes. — Pages 3, 7 and 9 in the Individualized Family Service Plan Form - Guidance (PDF: 78kb) provides instructions on how to complete the IFSP sections related to natural environments. Washington: Washington State Infant Toddler Early Intervention Program (DOC: 79kb) "Guidelines for Implementing Early Intervention Services in Natural Environments" was developed to provide guidance to all individuals who comprise the state early intervention system in adapting and modifying services as necessary to meet the natural environments requirements of the Individuals with Disabilities Education Act, Part C. The Guidelines emphasize the importance of providing early intervention services as part of the family's daily routines and activities, specifically using the child's natural learning opportunities. Wisconsin: Wisconsin's Web site on natural environments presents guidelines developed by its state interagency coordinating council, practical information on putting the guidelines into practice, and examples of success stories. To Top of Page 3 to 6 years Illinois: The Illinois State Board of Education in collaboration with the Partners in the Access and Equity Project developed a guidebook, "One of Us - Access and Equity for All Young Children" (PDF: 512kb) , to encourage and promote increased access for preschool age children with disabilities to be educated with their typically developing peers in preschool programs. The guide includes information on (a) collaboration as the key to inclusion, (b) providing inclusive individualized services, and (c) finding solutions. The Illinois State Board of Education, Early Childhood Division has devloped a guidance paper on LRE in early childhood special education (PDF: 30kb) . Iowa: 3-4-5 Thrive: A Guide to Providing Educational Opportunities in the Least Restrictive Environment (LRE) for Iowa’s Preschoolers with Disabilities — Developed by the Iowa Department of Education in collaboration with parents, educators, and others, this guide provides direction in ensuring that preschoolers are provided educational opportunities that meet Federal LRE guidelines. North Dakota: To assist personnel in providing individualized services to preschool children with disabilities, North Dakota developed "Early Childhood Special Education for Children with Disabilities Ages Three through Five" , a reference guide of required and recommended practices. This guide focus on a number of key elements, including recommendations related to providing opportunities for young children to be educated with same-age peers without disabilities in a variety of settings (least restrictive settings). An "LRE Planning Worksheet" (PDF: 12kb) is provided as well as "An Alternative Procedure to Identify the Most Appropriate Learning Environment" (PDF: 29kb) when modifying the IEP. Oregon: In Oregon, many young children with disabilities receive services from a combination of different programs, including Early Childhood Special Education, Oregon Head Start Pre- Kindergarten, Migrant Head Start and Local Education Agencies. A Guidance Paper: Head Start, Migrant Head Start and Early Childhood Special Education (age three to five) (PDF: 164kb) , which was developed by Oregon Department of Education, Office of Special Education and Office of Student Services in April 2000, clarifies the roles and responsibilities of each program in relationship to the special education needs of these children. Models of Teaming and Service Design In EI/ECSE Programs (PDF: 76kb) This paper includes a review of what is known about service design and collaborative teaming and the models used in Oregon. It offers a review of current research and "best practice" regarding service delivery and models of teaming. Recommendations are offered regarding further actions and training activities. Pennsylvania: The Guidelines to Support the Early Intervention Process: Inclusion (PDF: 1,261kb) addresses services for children birth to five. The guidelines include and refer the reader to legal requirements, suggest quality practices, and clarify activities related to inclusion. This document is part of a series of guidelines that have been approved by the PA Departments of Public Welfare and Education, Office of Child Development and Early Learning. Utah: The development of this guidance document (PDF: 1,571kb) was an activity of a long-term strategic plan within the Utah State Office of Education, Special Education Services to support early childhood programs and extend opportunities for inclusion in preschool special education. Partners across the State of Utah participated in meetings and contributed resources and expertise. We encourage you to contact us by e-mail about natural environment/inclusion resources that you have available in your state. To Top of Page Links on this site are verified monthly. This page content was last updated on 01/27/2009 CF.
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