Collaborating with resource agencies and partnering with parents has proven to be the key to success for one child enrolled in OVEC Head Start. Let me introduce you to Emily and her mother Stacey. Emily is a beautiful, bright, and bubbly child. She counts, sings, and seems to enjoy books. Stacey brought Emily to the Early Childhood Screenings in the spring of 2001. Some areas of concern were identified through the screenings. Emily would not be three years old until October 2001.

In October 2001, an ARC team met and Emily’s placement into the Head Start program was made. Occupational and physical therapy were begun in the Head Start classroom through a collaborative agreement with the school district.

Emily’s mother, Stacey, was eager to participate in home visits, volunteer in the classroom, participate in parent activities, and participate in collaborative events such as Cradle School. She continues to seek information regarding Emily’s diagnosis of autism and ways that she as a parent can be an advocate for her child. Stacey has developed a support network including her family, Head Start staff, preschool staff, community agencies, and medical professionals. Through her active participation, Stacey has gained knowledge and experience in helping her to work with Emily and communicate with others about what she feels Emily’s needs are.

An example of this is that Stacey requested an ARC meeting be held to discuss a concern she had regarding Emily’s safety during transition times in the classroom and cafeteria. The ARC meeting was called. Stacey requested that a third person be hired to help during transition times. After consideration of the safety factors, the ARC committee recommended that a third person be hired. KERA preschool provides that third person on Mondays. She is a veteran preschool teacher that has worked with autistic children. She is a valuable resource for Stacey and the Head Start staff. OVEC Head Start provides the third person on Tuesdays and Wednesdays. Stacey was hired as the third person for those days. She was trained in PECS and already knew Emily’s needs. The staff alternates shadowing Emily to allow her the opportunity to develop relationships with all of the staff.

Emily attends a combination option Head Start program where she comes to class on Monday, Tuesday, and Wednesday and has monthly home visits with her Head Start teacher.

Emily has made progress during her short enrollment in the Head Start program. Through the collaboration of services and strong parental involvement, Emily has soared in the Head Start program. She does make brief eye contact with others. She answers questions in a “sing-song” manner. She counts, spells her name in song, participates in circle time, can identify letters of the alphabet and can make choices with the assistance of visual aides. Emily seems to be very bright and so does her future as a result of the collaboration of early interventions and her parent’s desire for her to succeed.