Natural Environment Services for Early Childhood Special Education
Preschool Natural Environments Instruction
An integrated model of specially designed instruction within the continuum of special
education services for preschool aged children. This fluid service delivery model blends direct
and indirect services for the child within a collaborative environment that includes the child,
family, caregivers/teachers and therapists. Services are provided within the settings of the
child’s typical day allowing for embedded instruction and carryover, supported by a coaching
and consultative model.
Rationale
Integration of children with disabilities into the natural environment is responsive to legislation
mandating that educational services to children with disabilities be delivered in the least
restrictive environment. A child’s least restrictive environment is a setting in which a child can
make progress toward their IEP goals, while remaining to the maximum extent appropriate,
with children who are not experiencing disabilities (IDEA, 2004). The use of natural
environments is consistent with inclusive practices and builds on research findings that
demonstrate that children with disabilities make more progress in language and social skills in
inclusive settings than in settings apart from children without disabilities.(Buysse & Bailey,
1993). In other research, children with disabilities are found to learn best when they can
practice skills in the settings and within the activities in which they would use those same skills,
rather than in contrived learning situations and are more likely to develop functional skills in
natural settings that they can generalize to other situations.(Bricker & Crips, 1992: Hart &
Risley, 1995)
Expected outcomes
1. Children with disabilities will demonstrate greater generalization of skills in ageappropriate social, play and language areas when provided services in the natural
environment.
2. Children will experience a smoother transition into future educational settings, which
are typically integrated.
3. Decreased reliance on special education support services for children with disabilities.
4. Increased capacity of caregivers to continue support for development of necessary skills.
5. Increased collaboration with community partners will lead to their increased ability to
serve all children.
6. All participating children, parents and staff will develop a greater sensitivity
and appreciation of individual differences and diversity.
7. A strong family-school-caregiver partnership, supportive of the needs and concerns
experienced throughout a child’s day, will be developed.
Program components
 Services available throughout the school district such as Early Childhood Special
Education, Speech and Language Therapy, Occupational Therapy, Physical Therapy, and
services for children with vision and hearing disabilities may be provided within the
child’s natural environment.
 Natural environments may include but are not limited to: Preschool, Home, Child Care,
and Community Programs and Locations.
 The amount of service provided may range from limited monthly visits to multiple
weekly visits as determined by the child’s IEP team.
 In making a decision regarding whether to service the child in their natural environment,
the IEP team will follow a placement consideration process. Within this process, the
child’s ability to make progress in their natural environments is the first consideration.
Other items of consideration are included in the district Placement Consideration
Document.
 Team planning and consultation time with caregivers is expected and included as
elements of the IEP.
 Direct service involves the teacher and/or therapist providing IEP based instruction
directly with the child either individually or in a group setting
 Indirect Service supports the direct service instruction through a variety of methods
which may include
o Coaching involves observation, demonstration and feedback provided with the
child’s caregivers with the goal of building their capacity to carryover the
instruction provided by the teacher and/or therapist.
o Collaboration involves the sharing of ideas. The specific training and skills of the
teacher and/or therapists and the caregivers knowledge of the child and the
environments are brought together to cooperatively design services for the
child.
o Consultation involves assessing the progress of the child within the natural
environment and providing feedback and dialogue with the caregiver to further
enhance the strategies and supports that caregiver provides.
General Information/AASD Philosophy
Modified 4/21/10