Putting the Guiding Principles into Practice in Natural Environments

The "Guiding Principles" were adopted by the Birth to 3 Interagency Coordinating Council (ICC) in December of 1988. The Guiding Principles are the beliefs that guide us in everyday decision-making as we provide early intervention supports and services to children and families. The "Natural Environments PATH Group" was formed in November of 1998, to develop recommendations for how Wisconsin will implement the natural environment requirements under Part C of the Individuals with Disabilities Education Act (IDEA). Building on the work of the ICC, the Natural Environments PATH Group has expanded on the Guiding Principles to include what we believe about early intervention in natural environments. This document comprises the first step in developing a comprehensive set of Program Guidelines that will include guidelines specific to early intervention in natural environments.

Principle #1

Children's optimal development depends on their being viewed first as children and second as children with a problem or disability. All children have the same basic needs for acceptance, affection, nurturing and security. The system should encourage the integration of children with disabilities with children who do not have disabilities. The developmental, social, emotional and physical needs of all children must be considered in the delivery of any service. We must always ask ourselves, are we considering the whole child or just one facet of the child?

In Natural Environments...

• early intervention services are provided in the home and community settings that are natural or normal for children of the same age with no disabilities.
• children have opportunities to develop and use their skills and abilities with children who do not have developmental delays.
• children with and without developmental delays learn from one another.
• children and families are supported to take a positive, proactive role in their services that may well set expectations for how they will see their role in the future.

Principle #2

Children's greatest resource is their family. Children are best served within the context of family. Young children's needs are closely tied to the needs of their family. Both must be met to adequately serve the child. The nurturing, love, and commitment of a family cannot be replaced by any array of services. The best way to support children and meet their needs is to support and build upon the individual strengths of their family. The Individualized Family Services Plan (IFSP) focuses on how the system can support the "whole" family, its cultural values, strengths, and needs.

In Natural Environments...

• early intervention occurs in settings that reflect where each child and family normally spend their time or would spend their time if their child did not have a disability or delay.
• service settings are determined individually for each child and family and reflect each child and family's unique strengths, needs and priorities.
• early intervention strategies, activities and services are woven into the context of each child and family's routines and activities.

Principle #3

Parents are partners in any activity that serves their children. Parents or primary caregivers have a unique understanding of their children's needs. They are the primary teachers of their children. They have the special bond of kinship and commitment that no professional will ever have. They must be given the opportunity and encouragement to be a part of the decision-making process and empowered so that they are a partner in the services developed for their child.

In Natural Environments...

• early intervention supports and empowers parents to enhance the development of their children.
• parents are given supports and strategies to build on the activities they are already doing with their children.
• Parents and others carry out IFSP strategies and activities with the support of Birth to 3 teams

Principle #4

Just as children are best supported within the context of family, the family is best supported within the context of the community. Families depend on the positive relationships they make through the formal and informal networks in the community. Community resources should be open and able to respond to all families. Successful supportive services value the integrity of the family, its unique needs and cultural heritage, and provide a link to traditional community resources.

In Natural Environments...

• families see themselves as part of a community and are supported to participate in settings and activities that are typically available to all families of young children.
• early intervention providers are knowledgeable about the community and assist in linking families to formal and informal resources that will enhance families' participation in their communities.

Principle #5

Professionals are most effective when they can work as a team member with parents and others. This requires flexibility and openness, joint training experiences, shared views of infant and family development, and commitment to team cooperation. The abilities of a variety of individuals both paid and volunteer to teach, assist, and develop relationships which help families must be recognized and promoted.

In Natural Environments...

• IFSPs reflect the collaboration of early intervention providers with individuals providing both formal and informal supports.
• early intervention providers support parents, caregivers, and others to plan, implement and monitor a coordinated and consistent approach across settings.
• a mutual exchange of skills and information occurs among parents, providers and others to enhance the child's development.

Principle #6

Collaboration is the best way to provide comprehensive services. No single agency is able to provide all services to all children and families. Cooperation and shared responsibility are necessary components of a service system that is able to meet the varied needs of children and families. Just as agencies must establish partnerships at the local level, the state must assume a role as a partner with local communities to enhance our mutual ability to serve young children with disabling conditions and their families.

To support natural environments...

• the focus of program planning by the Wisconsin Birth to 3 Program, the Interagency Coordinating Council, and local birth to 3 lead agencies is to provide early intervention to children and families, as well as develop capacities and resources that support communities in meeting the needs of children and families.
• the Wisconsin Birth to 3 Program, the Interagency Coordinating Council, and local birth to 3 lead agencies work in partnership with others to facilitate collaborative relationships, develop innovative approaches, and build community capacity to support children and families as they leave early intervention
• the Wisconsin Birth to 3 Program, the Interagency Coordinating Council, and local birth to 3 lead agencies pursue resources and funding that are adequate and flexible enough to support services to children and families in multiple settings.
• the Wisconsin Birth to 3 Program, the Interagency Coordinating Council, and local birth to 3 lead agencies facilitate the development of Interagency Agreements to strengthen and promote collaboration for services to children and families.

Principle #7

Early intervention enhances the development of children. Early intervention is appropriate for children and families. It is often cost efficient and effective for society and the taxpayer. The goals of early intervention are to: enhance the capacity of families to meet the special needs of their child, maximize the potential for independent living, and reduce costs to our society.

When early intervention is provided in Natural Environments…

• interaction with children without disabilities during the early developmental years promote the child's increased ability to interact in the school years and into adulthood.
• the focus on functional outcomes within each family's daily routines promote each child's acquisition of independent living skills.
• families see themselves as part of their community and are more comfortable using traditional supports that are available to all families, potentially reducing their use of more costly specialized services and supports.
• the services and supports families receive within the context of their family, home and community increase their feelings of competency, reduce stress, and decrease the likelihood of out of home placements.