Q. Why is there such an emphasis placed on "natural" environments in IDEA Part C?

A. Natural environments is a term that was first used in the regulations governing Part C (then part H) of the Individuals with Disabilities Education Act (IDEA) and has since been incorporated by legislation. The term was originally meant to correspond to the concept of LRE or least restrictive environment that is used for older children in special education. Since one of the major purposes of the Infants and Toddlers with Disabilities Early Intervention Program is to prevent institutionalization of persons with disabilities, it is important ,even from infancy, to provide settings that are non institutional and that do not separate persons with disabilities from those who do not have disabilities.

In addition, LRE proponents had developed the concept of a continuum of services which designated home-based services as a very restrictive setting.

Anyone familiar with infants and toddlers is aware that the home is where most infants and toddlers are for the first few years of life and not restrictive at all for this age group. It was therefore important to define a term for infants and toddlers that would not be confused with LRE. Natural environments is defined to mean a setting where infants and toddlers would be served if they did not have disabilities. The purpose of this requirement is not to create new settings for infants and toddlers with disabilities but to utilize naturally existing settings to the degree that is appropriate.

Recent legislation has incorporated "natural environments" into law and added requirements for states to develop procedures to ensure natural environments. These requirements also come at the same time that elements of inclusion are being increasingly incorporated into school-age special education. Both of these trends have been further fueled by research which demonstrates the positive social aspects of inclusion.

Q. We have a center-based Early Intervention Program. All of our staff are very happy working in this environment. Our parents feel secure with us, and the children are making progress. We've just been informed that our program is going to have to completely change due to changes in IDEA. We're very upset. Is there any way we can keep our program?

A. The intent of the new legislation is that infants and toddlers with disabilities are offered services in natural settings. I don't know all of the particulars about your program, but I believe that you can keep your center if you work to ensure that you are meeting the intent of the law. So, ask yourself the following questions:

What constitutes a natural setting for young children in our community?

(a) Are children mostly at home with one or more parents, a nanny, or extended kinship care during the day?

(b) Are children in day care centers during the day or family day care homes? How long are they in care typically?

(c) What kind of community services exist for very young children, for example, swimming classes at the Y, or baby exercise classes.

(d) Where do young children typically receive their health care, through clinics, pediatricians' offices, in conjunction with managed care, etc.?

(e) What kind of preschools or Early Headstarts are children attending?

You probably will find that there is a range of settings where infants and toddlers typically spend their days. As you survey the community, think about (1) how you can expand your services into existing settings, (2) how you can convert your current setting into a setting that is more like the kind of settings typical children spend their days, and (3) what collaborative relationships you could establish to combine your services with existing settings.

The payoff from doing this kind of planning is impressive. Research on inclusion with young children supports the view that children's social development is enhanced when they are with typically developing peers rather than only with children who have delays. Improved outcomes with children is something that families and staff want to see. And in the long-term, we hope to support families' ability to keep children in their homes and their communities. If you find that families are suffering from changing to natural settings for their children, then it is important to examine how to provide more family support and to rethink what constitutes a natural setting for a particular child and family.

Q. Why does IDEA Part C (0-3 year olds) focus on the family and IDEA Part B (school-age) does not?

A. The legislation for Part C mentions the word "family" more than any other preceeding legislation regarding disability. Infants and toddlers are forming primary attachments during the first three years of life and thus their family is the context in which services must be provided. That is why there is an Individual Family Services Plan (IFS) rather than just an educational plan for infants and toddlers with disabilities.

Families do not stop being important when children turn three. Part B (school-age legislation) increasingly uses family-friendly language and gives families more rights than before. From the point of view of best practice, professionals should engage families in dialogue and collaboration as much as possible throughout the lifespan of children with disabilities. The intensity of involvement will change as children grow and become more independent. My own child, who has special needs ,is now a teenager and I have been counseled that in high school that families are consulted as little as possible since young people want to be separate from their parents and make their own decisions whenever possible. I consider the principal to be very 'family friendly' in that he took the time to explain that change in role to me. He remains open to my questions. In my opinion it is important to take the stance of "family support" throughout the lifespan of a person who has disabilities and I encourage you to do so.