Fact Sheet on Child Find and Child Find

IDEA
• Child Find is a mandate that requires
Under federal law, public schools must look for, find, and school districts to have a plan to
evaluate children who need special education. This law
applies to all children including those who are identify and evaluate children between
homeschooled or in private schools (Lee, 2021). The law birth and age 21 with disabilities.
goes even further and includes migrants or children without
homes as to ensure every child is provided a free •Child Find falls under the federal law
appropriate public education (FAPE). Under IDEA,
schools must provide FAPE to children with disabilities. known as Individuals with Disabilities
While ensuring that the children are learning side by side Education Act or IDEA.
with their peers as much as possible in a least restrictive
environment (LRE) (Lee, 2021). This is to ensure the child
feels included rather than inferior due to their disability or
exceptionalities. Inclusive classrooms or ICT rooms
include both general and special education students and
have two teachers to help child whether atypical/typical.
The Child Find system refers to the process of locating and
coming up with a list of CYN(Child and Youth with
special needs) or LSEN by Dept of Education the child
–Part C of IDEA: Early Intervention for Infants
development teachers workers who are under the local and Toddlers with Disabilities (birth – 3)
government units (LGU).Another purpose of the law is to Part B of IDEA: Special Education for School-
help each State implement a statewide, comprehensive,
coordinated multi-disciplinary system of Early Intervention
Aged Children (ages 3-21)
Services for infants and toddlers with disabilities. Young
children with disabilities must receive appropriate early
intervention services to "prepare them for further
education, employment, and independent living" (The child
find mandate: What does it mean to you?). Congress
encourages states to provide Early Intervention Services so
children with developmental delays and other disabilities
will receive treatment early. Congress enacted the Early
Intervention Program for Infants and Toddlers to provide
interagency coordination of services to children from birth
to two years of age. Under IDEA, states must ensure that
children with disabilities are eligible for special education
services by age three " (The child find mandate: What does
it mean to you?).

Organization
Child Find
Child Find Process Name/Logo
Facts and Benefits to you and your
 •Informing those who care for children child
about signs of disability.
 Identifying and reporting possible signs
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of a disability.
 •Screening to confirm signs of a
potential disability. P arent's checklist R em em ber to :
 •Evaluating if screening recommends it. How do schools look for kids in the first place? B e inform ed
 •Servicing the disability. B e persistent,
State governments and schools use a variety of A lw ays rem ain calm
outreach efforts. They may run local media
B e polite
campaigns and post notices in public places. They
In B
the
e context
ready ofto educational
find som esettings,
com mdiverse
on ground
Disability Detected What now? may also send information to health care providers,
abilities are generally referred
L isten first and forem ost to as
like doctors and clinics. In some cases, they may
exceptionalities, referring to a child’s functioning
If the child is found to have a qualifying even send staff into the community. This is D ocum ent everything in w riting
in a variety of areas interrelated with life inside or
disability, schools must offer special education important because parents and caregivers may not A sk schools,
questions and for help w hen needed
outside including:
and related services such as speech, know what help is available (Lee, 2021). S ave everything and P eople nam es w ho
occupational and physical therapy. In some you com
• academic e in contact w ith in regards to
achievement.
cases, counseling may also be provided. These your child’s services and needs.
services are provided at no cost to the families. • cognitive and intellectual
N ever sign unless you development.
fully understand
w hat you read
What help is available? • speech, language, and communication.
S eek out professional advice if need be
A complete evaluation G et involved
• emotional in and out
or psychological the classroom
functioning within to
ensure your child and children like your
specific contexts.
If appropriate: An Individualized Education can get the help and support they need
Program (IEP) for children with a disability B e courteou
• physical s and
and motor say thank you
functioning.
beginning at age 3, A nd alw ays be confident you are yours's
childcondition;
• health voice wand hen they need to be heard
An Individual Family Service Plan (IFSP) for (A F C , 2019)
each child with a disability birth through 2, or o • social skills and interactions (Follari, 2014).
A referral to other agencies when needed

Who are our students/children's Advocates?

Anyone with the child’s best interest can be their advocate.
Parents are the child’s first and natural advocate. They
know the child better than anyone and can relate their
concerns to the child’s educator, pediatrician if they see
any signs of concern. Advocates gather facts and
information. As they gather information and organize
documents, they learn about the child’s disability and
educational history. Advocates use facts and independent
documentation to resolve disagreements and disputes with
the school (Wright, 2010).
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Parental
Learning Responsibilities
Disability Warning Signs as an
Advocate
• Problems sounding out or pronouncing words
• You are your child’s biggest advocate and
• Difficulty pronouncing
supporter, so you need toorprepare
learning the for the
yourself
meaning of new
road ahead words
and all the educational laws in
regards to your child. Typically, once a child is
• diagnosed
Problems with a learning
following disability or
instructions
exceptionality the parents and school team work
together to address needs and’s needs and form
• Failure to respond to questions
an IEP.

• •Difficulty
Make sure explaining
to connect what they
with your wanteducators
child’s
and administrators in both a casual and formal
• Problems
setting. rhyming
Talk with your child’s teacher on a
regular basis. Make sure to voice your concerns
to the higher ups always remember that you as a
• Clumsiness
parent have the right to request that your child be
evaluated or reevaluated if you suspect a learning
• Lack of balance
disability (Coordinated Campaign for Learning
Disabilities, 2013). Make sure to keep a file of all
• Pooryour
memory
child’s work and assessments so you can

•
see if progress is being made and can be
Impulsive
meetingsandwheneasily distracted
creating IEP plan and goals.
Resources and
References
• •Difficulty focusing on a task

• •Difficulty learning new concepts

• Becomes frustrated easily

• Easily angered
The child find mandate: What does it mean to you? Wrightslaw. (n.d.). Retrieved November 3,
2021, from https://www.wrightslaw.com/info/child.find.mandate.htm.

Grant, M. (n.d.). Empowering parents in the Special Education process. Retrieved October 30,
2021, from
https://www.naset.org/fileadmin/USER_UPLOADS_PROTECTED/Classroom_Manage
ment/Classroom_Mgt--empowering_parents_in_the_special_education_process.pdf.

Kritikos, E. P., LeDosquet, P. L., & Melton, M. E. (2012). Foundations of Assessment in Early
Childhood Special Education. BibliU. Retrieved October 25, 2021, from
https://bibliu.com/app/#/view/books/9780132688475/epub/OPS/xhtml/fileP70004787140
00000000000000000F55.html#page_97.

Lee, A. M. I. (2021, July 12). What is The Individuals with Disabilities Education Act (IDEA)?
Understood. Retrieved November 2, 2021, from
https://www.understood.org/articles/en/individuals-with-disabilities-education-act-idea-
what-you-need-to-know?_sp=ce7f9a45-793c-4531-a31c-827f700c13c5.1635871075701.
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