The consultative model can only exist when there is a mutual sharing of information between the special services staff and the community early childhood staff. One of the most important pieces of information to be shared is that of the childþs Individualized Educational Program (IEP) or Individualized Family Services Plan (IFSP). In order for goals and objectives to be carried out within the inclusive setting, all staff working with the child must be aware of and understand goals, objectives, programs and data collection procedures. The language written on the IFSP/IEP and used in discussing the IFSP/IEP must be understood by everyone on the team. Ideally, when the IFSP or IEP is developed for the child with disabilities, the community early childhood staff are included as active participants in that process. Specific issues and strategies around developing IFSP's/IEP's for children in inclusive settings will be addressed in Chapter 7 (Go to Chapter 7).

Consultation not only involves the sharing of IFSP/IEP information, but also the sharing of actual service delivery and data collection. Inservice training and ongoing staff training will keep everyone working with the child up-to-date on strategies and methods to be employed with that specific child. Because inservice training and staff training imply out-of-classroom time, there are also some simple strategies that can be implemented which will address the day-to-day issues as they arise in the classroom. For example, it might be useful to keep a photo album in the classroom that contains pictures of a child with motor impairment in appropriate positions for the classroom day. The photos can serve as a visual reminder to the staff working with the child and serve as a guide for a substitute or new staff member. It is also important to have available specific procedures or programs which have been developed for the child. It is best if those programs are in written format and kept in a place which is accessible to classroom staff. Data collection, which will be discussed further in Chapter 7, should also be a responsibility shared with the community early childhood staff. After all, it is the classroom staff that is working with the child on a daily basis and their input is invaluable.

In establishing a good consultative relationship, it is important to have information, materials, paperwork, forms, and so forth available to all persons involved. One way to do this is to have a designated place where any needed information and materials are stored for the child(ren) at the early childhood center. Something that we have found helpful is to have a plastic crate with hanging files or notebooks containing information such as the child's IEP, specific child programs, data collection forms, minutes of team meetings, and so on. Of course, it is very important that any confidential information regarding a child is stored in a place which is safe and can be kept locked when not in use by designated staff members. You might also find it helpful to keep in the crate any school district forms which may be needed during the course of the school year (bus forms, release of information, etc.). By having information and materials available, the participating staff will have a sense of investment in the child's program and progress. Keeping the participating staff informed and involved will help to ensure that the inclusive setting is effective.

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• "Forms 2: Collaboration & Teaming" Index Page