Regional Center Services
Private Pay Services
Areas We Serve
Inclusive Education and Community Partnership began as a school based organization supporting children with disabilities in inclusive classrooms. Rick Clemens, Founder and Director of IECP, is a special education teacher and in 1991 was the first teacher in Ventura County to fully include a student with moderate/severe disabilities. Since that time, Rick and the staff of IECP have supported the inclusion of thousands of students with autism and other disabilities into general education programs throughout the State of California. During this period we have provided teacher training, behavior services, inclusion specialist services, aide support, various types of assessments and a wealth of other services and supports. We feel fortunate to have had the breadth of experiences that have been given to us and are committed to continue to support kids, teachers, and schools in successful inclusion programs.
IECP's directors, supervisors and consultants all hold valid California Teacher Credentials specializing in various areas of special education (as well as Masters and Doctorate degrees in similar areas) and have all worked as public school special educators. Being such, IECP is uniquely qualified and skilled at working with teachers, specialists and administrators in developing and implementing quality education programs for the children and youth we support. IECP individually tailors all services to meet the needs of the student's and the District contracting our services and in doing so we offer an array of services summarized below.
Behavior Intervention Services:
IECP provides an array of behavioral services for students and for the professional development of school district staff.
For students we offer a range of services from behavioral assessments, such as FBAs and FAAs, to intensive ongoing services including Behavior Intervention Implementation (BII) services. Our behavior services are targeted towards supporting students who spend most their school day in general education environments and the unique interventions this requires. Our BIIs come into IECP with experience which is then strengthened through ongoing training and top quality supervision. Our Supervisors all have years of experience supporting students with behavior challenges and specialized training and education in the science of Applied Behavior Analysis, Positive Behavior Support, and empirically supported methodologies. Furthermore, IECP always adheres to a collaborative model of intervention building support and consistency between teachers, families, peers and all other team members.
IECP also offers a wide spectrum of behavior training to school district staff. We have developed specific training models for paraeducators, and for autism support staff. We also have behavior trainings for administrators, teachers and entire school teams. We recognize the practical difficulties in making staff available for professional development (especially in these tough budget and reduced contract day times) and work with schools and districts to individualize trainings to their schedules and needs. Most important, IECP ensures that all trainings involve practical and applicable information that staff can use in their classrooms and schools immediately.
IECP provides both classroom and school based student services as well as professional development to school district staff in the area of inclusive education. Our student based services are geared at supporting the classroom teacher and any support staff in the areas of curriculum adaptation, behavior, social, and overall class and school participation. Our focus is on supporting all team members in simultaneously making the child an active member of the class while at the same time supporting the student's learning. We believe that independence is critical for our students and work hard to minimize the use of instructional assistants and maximize the student's use of natural supports in the environments such as the classroom teacher and peers. Our services are always collaborative and we believe strongly that it truly does take a cohesive team to support our students and teachers in being successful.
IECP offers a plethora of staff development in the area of inclusive education. We believe in a team model of professional development, but will work with schools and districts to meet their needs. We also have specific training models for both paraeducators and teachers. Furthermore, IECP provides district level support in regard to system change and developing district wide inclusion programs and supports. From one time workshops to multi year district support IECP has the skills, resources and commitment to assist schools and districts in improving the inclusion opportunities for their students.
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Regional Center Services:
Inclusive Education and Community Partnership (IECP) is vendored with several Regional Centers throughout the State of California. We provide services based in Applied Behavior Analysis, Social Play and Friendship Development, Community Integration, and Preschool Inclusion. All programs are based in the research of Applied Behavior Analysis and interventions utilized within those programs have strong foundations in empirical research. There is a strong parent training component within all our programs and where appropriate a strong community member training component as well.
This program is designed to meet the behavioral needs of children and adults with autism spectrum disorders as well as children and adults with other disabilities in which the individual’s behavior requires Applied Behavior Analysis (ABA) and/or Developmental Social Pragmatics (DSP) interventions. The goals of this program are as follows:
To develop the behavioral skills and the developmental social pragmatic knowledge of the individual to allow them maximum success in natural environments.
To teach the child/adult self-management skills so to give him/her control over current and future behavior challenges.
To train and educate the transactional partners (parents, peers, community members, etc.) in the individual’s world, on the principles of applied behavior analysis that will assist them in helping the individual to manage his/her own behavior and demonstrate the appropriate behaviors in inclusive environments.
In general, the ABA program involves identifying target behaviors that are interfering with the individual’s ability to access and participate in typical activities and environments, both in the community and in the home; analyzing the functions of those behaviors; identifying the developmental areas of deficit that may be contributing to the child’s use of the target behavior; identifying appropriate functionally equivalent replacement behaviors; and ultimately developing a behavior intervention plan that will address the target behavior by making changes within the environment and developing interventions to address the areas of developmental deficit to assist the child in learning to utilize the replacement behaviors. Parents/Care Providers will be taught how to implement these interventions as well as how to identify the basic tenets associated with challenging behaviors so they will be able to address new target behaviors in the future. This process requires detailed analysis and ongoing assessment, along with effective programming and consistency in implementation. Parents/care providers will also learn the basic principles involved in data collection and how to make decisions regarding the strategies they use with their child to address the target behavior effectively.
Social Play and Friendship Development Program:
This program is designed to meet the social play needs of children with autism spectrum disorders. Consultation on facilitating play dates and developing and fostering friendships is available to families who have children with other disabilities, but the direct interventions are based specifically on research relating to children with autism. The goals of this program are as follow
To develop and strengthen the social play skills of the child with autism spectrum disorders and other developmental disabilities.
To develop and strengthen the social play skills of the typically developing child in relation to their friend with a disability.
To develop the skills of the child with a disability and those of their friends, and the repertoire of activities, to allow independent, unfacilitated and natural play to occur.
To create opportunities and successful interactions that lead to the development of genuine and long lasting friendships.
To develop the skills of the transactional partners within the child’s life (ie parents, care providers, community staff) to independently be able to facilitate and teach social play skills to the identified child and their play partners
In general, this program involves facilitating social play between a child with autism spectrum disorders/developmental disabilities and a typically developing friend. The focus is on developing the social play behaviors of the child with disabilities and educating the typical child on how to play and engage with the child with disabilities. The interventions involve working through a sequence of developmental social play skills which include attunement, joint attention, reciprocal interactions, topic maintenance, and topic maintenance on a non-preferred topic. Interwoven and aligned with those play skills the intervention will include working through isolated play, parallel play, interactive play, and cooperative play. The program is a social play development intervention program with the important addition of peer training so that the play can be continued in the absence of adult facilitation. Parents/Care Providers must attend every session, make arrangements to have typical peers attend the play dates, and learn the strategies involved in successfully facilitating play dates so they will be able to do this once IECP’s services are faded out.
Community Integration Program:
IECP provides consultation services to community agency (e.g., Boy Scouts, Girl Scouts, YMCA programs, Boys and Girls Club, Teen Centers, etc.) staff supporting children and adolescents in inclusive settings. These services are provided to inclusive community agencies for children and youth enrolled on a part-time or full time basis. The goals of the service are listed below:
To facilitate the successful inclusion of children and youth into their community’s neighborhood agencies;
To assist the staff of community agencies in developing the skills and the tools necessary to independently and successfully include children and youth with disabilities;
To assist in the informal assessment of individual children and youth and consult with community agency staff regarding how to address the unique needs of the different children and youth in their programs.
These consultation services are individually designed based on the needs of the child and those of the community agency. In general, these services focus on each individual’s areas of need, which may include, but are not limited to, socialization and play skills, behavioral skills, language and communication development, pre-academic skills, and overall participation. IECP will conduct an informal assessment of the consumer using direct observation, review of relevant records, and interview of parents and care providers to determine the areas of need and styles of learning. This information is then used to develop a service plan that will include the support and training of community agency staff. Parents/Care Providers must participate in at least 1/3 of every session so they can continue to work with community agencies in being able to successfully include their child when IECP’s services fade out.
Preschool Inclusion Program:
IECP provides consultation services to preschool and daycare center staff supporting children with disabilities in inclusive settings. These services will be provided to inclusive local preschool and daycare centers for children enrolled on a part-time or full time basis. The goals of the service are listed below:
To facilitate the successful inclusion of children into their neighborhood preschools and daycare centers;
To assist the staff of local preschool and daycare centers in developing the skills and the tools necessary to independently and successfully include children and youth with disabilities;
To assist in the informal assessment of individual children and consult with preschool and daycare center staff regarding how to address the unique needs of the different children in their programs.
These consultation services are individually designed based on the needs of the child and those of the preschool or daycare center. In general, these services focus on each child’s areas of need, which may include, but are not limited to, socialization and play skills, behavioral skills, language and communication development, pre-academic skills, and overall participation. IECP will conduct an informal assessment of the child using direct observation, review of relevant records, and interview of parents and care providers to determine the areas of need and styles of learning. This information will then be used to develop a service plan that will include the support and training of preschool or daycare center staff. Parents/Care Providers must participate at least 1/3 of the time collaborating and working with IECP staff and preschool staff so they learn how to help successfully include their child in community preschools so IECP services may eventually fade out.
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Private Pay Services:
Effective January, 2010 Inclusive Education and Community Partnership will provide services to children who are not authorized to receive these services from Regional Center. As you may know Regional Centers have had to cut or eliminate services to children they previously served. As a result, a number of parents have asked IECP to provide services to their children paid by the parent(s).
IECP will provide similar services to those previously provided by Regional Center. If a child is currently receiving services from IECP through Regional Center, we will not provide additional services through parent pay.
IECP provides the following home services: Social Play, ABA Intervention, Community and Pre-school Integration.
Unless an assessment has been completed by IECP with your child in the last six months we require an initial assessment. The assessment will be at the rate of $80 an hour not to exceed 5 hours for social play or Community Integration and 10 hours (not to exceed $800) for ABA Intervention. Payment is required in advance. Any unused portion will be returned.
At the end of the assessment, there will be a meeting to discuss the results and discuss the proposed treatment plan. There is no additional charge for this meeting.
The minimum amount of service offered for the social play and community integration programs are two hours a week for social interaction facilitation and two hours a month of supervision. The maximum amount of service is 5 hours of supervision with 10 hours per week of service. The charge for supervision is $70 per hour and $40 an hour for the direct service. For the ABA program we provide 10 hours a week for direct service and 5 hours a month for supervision. The cost is $40 an hour for direct and $70 an hour for supervision.
All fees are paid one month in advance. If our staff misses one or more session the unused time is credited for the following month. If you are going to miss an appointment, we require a 24 hour cancellation notice to have the charge waived.
To initiate the assessment please call Cathy Carpenter. One of our staff will do a brief intake and send on the information to one of our supervisors who will contact you. The $400 or $800 assessment fee is due prior to the first visit.
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Areas We Serve
Inclusive Education and Community Partnership provides both school based and Regional Center funded services throughout California. We have worked in over eighty school Districts in California and with Regional Centers in every region of the State. Because we provide services in natural inclusive environments, we are able to meet the needs of the individuals we support without a clinic or office in a specific area. We also have resources throughout the State and are able to identify new quality staff in areas we do not currently serve. If you are interested in our services, please call or email us to inquire if we are currently in your area or to determine how we can be in your area. Thank you for your interest!
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