This webinar will summarize precursor legislation to IDEA and describe components of IDEA Part C and their impact on physical therapy. The presentation will review how eligibility is determined for IDEA Part C and provide a brief overview of the IFSP process. Finally, the presentation will provide an introduction to physical therapy services are provided for children and families under Part C of IDEA.

Learning Objectives:

• Summarize the legislation and the laws that were precursors to IDEA. 
• Describe the components of IDEA Part C and their impact on physical therapy. 
• Explain how eligibility is determined under IDEA Part C.
• Describe the IFSP process and its importance for delivery of family centered care under IDEA Part C.
• Describe how physical therapy services are provided under Part C of IDEA.  

Jamie Holloway, PT, DPT, PhD, PCS is a Clinical Associate Professor and the Director of Student Affairs in the Doctor of Physical Therapy program at Graceland University and Adjunct Faculty in the Georgetown University Certificate in Early Intervention program. She has been a Board-Certified Clinical Specialist in Pediatric Physical Therapy since 2011. Dr. Holloway has over 20 years of experience working with children and their families as a pediatric physical therapist in early intervention settings and has presented at conferences about best practices for infants and toddlers. She currently serves as Chair of the APTA Pediatrics Early Intervention Special Interest Group.

This webinar will present an overview of the assessment and IFSP development process with a focus on consideration of the impact of teleintervention, teaming, and natural environments. Learners will gain knowledge about how to apply family-centered practices to perform strengths-based assessments in support of IFSP development. The process of creating child and family outcomes that emphasize strengths and promote caregiver engagement will also be discussed.

Learning Objectives:

• Consider the impact of teleintervention, teaming, and natural environments on assessment of infants and young children.
• Apply family-centered practices to perform strengths-based assessments in support of IFSP development.
• Create child and family outcomes that emphasize strengths and promote caregiver engagement in the early intervention process.

Toby Long, PhD, PT, FAPTA is Professor, Georgetown University and Director of Workforce Development, Education, and Training at the Thrive Center for Children, Families, and Communities. She is Founder and former Director of the GU Certificate in Early Intervention program and Senior Consultant for the Early Childhood Personnel Center.

This session will describe components of natural learning environment practices with a focus on the impact of family-centered practices on child learning and development. The presentation will help attendees learn to develop strategies for supporting children and families in a variety of contexts and situations. The session will also provide discussion of the application of principles of natural learning environment practices to clinical practice.

Learning Objectives:

• List components of natural learning environment practices
• Discuss the impact of family-centered practices on child learning and development
• Develop strategies for supporting children and families in a variety of contexts and situations
• Apply principles of natural learning environment practices and relational helpgiving to clinical practice

Lisa A. Chiarello is Professor at Drexel University and an associate member of CanChild Centre for Childhood Disability Research. Her research agenda includes the areas of pediatric community-based service delivery, engagement of families and children in rehabilitation, and participation of children with physical disabilities in home, school, and community. Dr. Chiarello has a long-standing record of national and internation presentations and has been a committed advocate for family-centered care and collaborative practices. She has conducted federally funded multi-site research. Dr. Chiarello has had several leadership roles in the APTA Academy of Pediatric Physical Therapy. She is invested in mentoring other and promoting the translation of research knowledge to practice.

This webinar will describe the key members of the early intervention team and the important role that each member plays. The session will present strategies for clear communication in team meetings and will analyze factors that contribute to successful collaboration during early intervention visits. Strategies for effective shared treatment sessions and a coaching approach will also be discussed.

Learning Objectives:

• Identify key members of the early intervention team
• Develop strategies for clear communication in team meetings
• Analyze factors that contribute to successful collaboration during early intervention visits
• Discuss strategies for shared treatment sessions in early intervention

M'Lisa Shelden is a licensed physical therapist in the state of Kansas. She received her degrees in physical therapy and early childhood special education from the University of Oklahoma. She has 40+ years of experience working in the fields of developmental disabilities, school-based services, and early intervention. Prior to joining the faculty at WSU, she served as the Director of the Family, Infant and Preschool Program (FIPP) in Morganton, North Carolina from 2002-2018. Dr. Shelden was Assistant Professor of Research in the Department of Physical Therapy at the University of Oklahoma Health Sciences Center from 1990-2002. She is a former Certified Pediatric Clinical Specialist and Practice Chair for the Academy of Pediatric Physical Therapy of the American Physical Therapy Association. Dr. Shelden is a graduate Fellow of the ZERO TO THREE National Center for Infants, Toddlers, and Their Families and a recipient of the National Institute on Disability and Rehabilitation Research Mary E. Switzer Merit Fellowship. Dr. Shelden served as the teaming strand chair for the revision of the International Division of Early Childhood Recommended Practices in Early Childhood/Early Childhood Special Education.

This session will provide participants with a comprehensive overview of planning for successful transitions across the early childhood continuum—from the Neonatal Intensive Care Unit (NICU) to Early Intervention (Part C), and ultimately to school-based (Part B) services. Presenters will describe key processes that promote continuity of care, interdisciplinary collaboration, and proactive transition planning at each stage. The session will emphasize the importance of recognizing and incorporating family priorities and feedback to ensure that transitions are responsive, family-centered, and developmentally appropriate.

Learning Objectives:

• Describe the process of planning for a “successful” transition from the Neonatal Intensive Care Unit (NICU) to early intervention (EI)/Part C to school based/Part B services 
• Reference evidence-based resources to assist NICU, EI and school-based teams with developing a plan of care before, during and after transitions
• Recognize family priorities and feedback regarding the transition process.

Heather Higashi, PT, DPT: Heather worked in early intervention (EI) and early childhood special education with Northwest Regional Education Service District (NWRESD) in Oregon as a new professional. After stepping away for a year to complete the pediatric physical therapy residency program at Oregon Health & Science University, she returned to NWRESD to work full-time in EI. She has been a Board Certified Clinical Specialist in Pediatric Physical Therapy since 2023. Heather serves as the secretary for the Early Intervention Special Interest Group of the APTA Academy of Pediatric Physical Therapy and as an adjunct faculty member in the physical therapy program at Pacific University and Western University of Health Sciences-Oregon campus.

Jennifer James is a licensed physical therapist in the state of Kansas. She received a DPT from the University of Oklahoma in 2016, where she was a LEND fellow. Dr. James practiced as an early interventionist at the Family, Infant, and Preschool Program in Morganton, North Carolina for 6 years. During this time, she participated in research and international training programs related to coaching, natural learning environment practices, and primary service provider teaming. She is now an assistant teaching professor at Wichita State University, where she teaches courses and supervises a team of pediatric clinical providers. Dr. James has ABPTS specialist certifications in both pediatrics and neurology, and she currently serves as vice chair of the APTA Pediatrics Early Intervention Special Interest Group. 

Kate Stribling, PT, DPT: Kate started her career as a physical therapist in early intervention (EI) in Alabama before completing the pediatric physical therapy residency program at Oregon Health and Science University. She has been a physical therapist with Portland Public Schools (PPS) since 2016, working with school-age students and with families with infants and young children during that time. She has been a Board Certified Specialist in Pediatric Physical Therapy since 2017. Kate is active with the APTA’s Academy of Pediatric Physical Therapy in a variety of roles and is a member of APTA Oregon’s Cultural and Minority Affairs Committee.