OSEP Indicators and Outcomes

OSEP Indicators and Outcomes for Module 5: Assistive Technology [ View as PDF ]

The content, activities and resources of Module 5: Assistive Technology can be used by professional development providers to help states make progress towards the following OSEP Indicators:


Part C – Indicator 2: Settings
Percent of infants and toddlers with IFPSs who primarily receive early intervention
services in the home or community-based settings. (20 U.S.C. 1416(a)(3)(A) and
1442)

Part C – Indicator 3: Early Childhood Outcomes
Percent of infants and toddlers with IFSPs who demonstrate improved:

A. Positive social-emotional skills (including social relationships);
B. Acquisition and use of knowledge and skills (including early
language/communication); and
C. Use of appropriate behaviors to meet their needs.
(20 U.S.C. 1416(a)(3)(A) and 1442)

Part C – Indicator 4: Family Outcomes
Percent of families participating in Part C who report that early intervention services
have helped the family:

A. Know their rights;
B. Effectively communicate their children's needs; and
C. Help their children develop and learn.
(20 U.S.C. 1416(a)(3)(A) and 1442)

Part B – Indicator 6: Preschool Least Restrictive Environment (LRE)*
Percent of children aged 3 through 5 with IEPs attending a:

A. Regular early childhood program and receiving the majority of special
education and related services in the regular early childhood program; and
B. Separate special education class, separate school or residential facility.
(20 U.S.C. 1416(a)(3)(A))

Part B – Indicator 7: Preschool Outcomes
Percent of preschool children with IEPs who demonstrate improved:

A. Positive social-emotional skills (including social relationships);
B. Acquisition and use of knowledge and skills (including early language/
communication and early literacy); and
C. Use of appropriate behaviors to meet their needs.
(20 U.S.C. 1416 (a)(3)(A))