ICare Connect Policies

At iCare Connect, we are an inclusive childcare center. We proudly support families of children with diverse needs, including those with autism, Down syndrome, and certain other special needs. While we are not an exclusive special needs center, we work with families who have children currently enrolled with an IEP (Individualized Education Program) or a medical diagnosis such as autism or Down syndrome.

• iCare Connect does not directly provide behavioral health services.
• We can assist with coordinating services on-site at our facility if an outside service provider is available.
• A physician’s diagnosis and referral are required before any outside behavioral health services can begin.
• We cannot diagnose any child. We may only suggest possible plans for families to discuss with their physician.

• Service providers require a physician’s referral for insurance coverage.
• iCare Connect does not accept insurance payments. Instead, we share the necessary information with service providers, who bill families directly.

• All students must complete an assessment before being approved to participate in our program.
• This assessment ensures that your child’s needs can be met within our level of care and that our sensory team and staff are equipped to support them appropriately.
• Admission is based on whether we can provide safe, effective, and appropriate care within our program structure.

• iCare Cannect’s sensory team and staff follow the individualized plans developed by physicians, service providers, and IEP teams to accommodate your child’s needs.
• Children may be placed in smaller group settings for a more supportive environment.
• One-on-one care will be provided when necessary to ensure safety and support.

• We work with collaborative partners and outside providers who may deliver specialized services on-site at iCare Connect, when appropriate.

Partnering with Parents for Safer, Stronger, and More Supported Children

Purpose of the Program

Many families experience hesitation or difficulty when sharing full details about their child’s needs. This may be due to:

      •     Fear of labeling or being judged

      •     Cultural beliefs or generational perspectives

      •     Prior negative childcare or school experiences

      •     Embarrassment or uncertainty

      •     Lack of an official diagnosis or incomplete information

The Sensitive Conversations Program (SCP) creates a supportive, private, and non-judgmental space for parents to gradually disclose their child’s needs. This ensures that iCare Connect staff can provide the safest, most appropriate care for each child.

Confidentiality & Support Commitment

All information shared through the SCP is:

      •     Private and confidential

      •     Used only to support the child

      •     Not shared outside of the care team

      •     Not used to deny enrollment

Our goal is to understand your child so we can keep them safe, comfortable, and supported.

Collaboration With Outside Providers

Some children receive services at home, through the school district, or through community agencies. When parents share this information with us, we can:

      •     Follow the same strategies

      •     Maintain consistency between home and school

      •     Ensure safety precautions are in place

      •     Include providers in the child’s support plan (with consent)

Examples of outside supports include:

      •     Speech therapy

      •     Occupational therapy

      •     Physical therapy

      •     ABA therapy

      •     Mental health counseling

      •     Early Intervention

      •     Case management

      •     Behavioral coaching

If your child receives services of any kind, please let us know so your child’s care plan can be aligned across all settings.

If a Child Has Suspected Needs but No Diagnosis

Even without an official diagnosis, your child can still be fully supported.

We will:

      •     Create a 30-Day Observation & Support Plan

      •     Document behaviors, patterns, strengths, and triggers

      •     Identify sensory, behavioral, or developmental needs

      •     Provide classroom supports during the 30-day period

      •     Schedule a follow-up meeting with parent

Parent Conversation Script / Informing Families

“Please let me know if ANY of these apply — even if they are not officially diagnosed.”

      •     Developmental delays

      •     Autism spectrum indicators

      •     Down Syndrome characteristics

      •     Speech delays

      •     Cognitive concerns

      •     IEP or 504 Plan

      •     Behavioral or safety plans

      •     Elopement or running behavior

      •     1:1 support or small-group support

      •     Feeding or swallowing concerns

      •     Toileting assistance

      •     Sensory sensitivities (sound, lights, touch, textures)

      •     Frequent redirection or inability to focus

      •     Aggression, self-injury, or frustration behaviors

      •     Rigid routines or difficulty with transitions

      •     Outside services (speech, OT, PT, ABA, mental health therapy)

Reassurance for Families

“We are not labeling your child — we are creating a support plan.”

Many children need extra help at different stages. Sharing this information helps us:

      •     Keep your child safe

      •     Prevent incidents

      •     Create the right support plan

      •     Maintain consistency

      •     Ensure staff knows what to do

Your honesty ensures we are fully prepared to care for your child.

30-Day Observation Plan Process

Step 1 — Initial Meeting

Discuss concerns, observations, and needs.

Step 2 — Create the Support Plan

Supports may include:

      •     Classroom strategies

      •     Small-group placement

      •     Sensory tools

      •     Modified routines

      •     Behavior or safety supports

      •     Staff check-ins

Step 3 — Document Daily Observations

Teachers track:

      •     Behaviors

      •     Triggers

      •     Communication

      •     Social interactions

      •     Safety concerns

      •     Progress made

Step 4 — Family Check-In

Scheduled follow-up at 30 days to review:

      •     Progress

      •     Concerns

      •     Updated plan

      •     Next steps (if any)

“Within 30 days, we will review progress together and update the plan.”

“Our goal is partnership.”

Thank you for trusting us with your child. Your open communication allows us to support your child’s safety, learning, and well-being every day. We are committed to working with you continuously, adjusting the plan as needed, and ensuring your child receives the best care possible.

Voucher Requirement Disclosure

The Request for Payment & Child Support Needs Disclosure Form must be:

      •     Completed in full

      •     Submitted to the Department of Children & Youth

      •     Updated with any new information

This ensures:

      •     Accurate voucher payment

      •     Correct rate approval

      •     Safety provisions

      •     Staffing support

      •     Appropriate care aligned to your child’s needs

Privacy Policy

Effective Date: 01/15/2025

1. Introduction

Welcome to iCare Connect. Your privacy is important to us, and this Privacy Policy explains how we collect, use, disclose, and safeguard your information when you visit our website  www.icc4kids.org. Please read this policy carefully. If you do not agree with its terms, please do not use our website.

2. Information We Collect

We collect the following types of information:

a. Personal Information:

• Name
• Email address
• Phone number
• Mailing address
• Child’s name, age, and other relevant details (only as provided by you when inquiring about our services).

3. How We Use Your Information

We use the collected information for the following purposes:

• To respond to your inquiries or provide the services you request.
• To communicate updates about our programs, events, and policies.

4. How We Share Your Information

We do not sell or rent or share your personal information to third parties. 

5. Cookies and Tracking Technologies

Our website uses cookies and similar technologies to enhance your browsing experience. You can adjust your browser settings to refuse cookies or alert you when cookies are being used. Note that some website features may not function properly without cookies.

6. Data Security

We implement reasonable technical, administrative, and physical safeguards to protect your personal information. However, no security measures are completely foolproof, and we cannot guarantee absolute security of your data.

8. Children’s Privacy

Protecting children’s privacy is a priority. We do not knowingly collect personal information from children under the age of 13 without parental consent. If you believe we have collected such information, please contact us immediately to request deletion.

9. Your Privacy Rights

Depending on your location, you may have the right to:

• Access, update, or delete your personal information.
• Opt out of receiving marketing communications.
• Request a copy of your personal data.

To exercise these rights, contact us using the information provided below.

10. Updates to This Policy

We may update this Privacy Policy from time to time. Changes will be posted on this page with an updated effective date. Please review it periodically to stay informed about how we protect your information.

11. Contact Us

If you have any questions or concerns about this Privacy Policy or our data practices, please contact us. 

Terms of Service

Effective Date: 01/01/2025

 By using our website, www.icc4kids.org, or enrolling in our services, you agree to comply with and be bound by the following Terms of Service. Please read these terms carefully. If you do not agree with them, do not use our Site or services.

1. Acceptance of Terms

By accessing or using our Site or services, you agree to these Terms of Service, as well as our Privacy Policy. We reserve the right to update or modify these terms at any time. Your continued use of the Site or services following any changes constitutes your acceptance of the revised terms.

2. Eligibility

Our services are intended for parents or guardians seeking childcare services for their children. You must be at least 18 years old to use our Site or enroll a child in our programs. By using our Site, you represent that you meet these eligibility requirements.

3. Services Provided

We offer childcare programs and related services as described on our Site. All services are subject to availability and may change without notice. We reserve the right to modify or discontinue any program or service at our discretion.

4. Enrollment and Payment

a. Enrollment Process: Parents or guardians must complete the enrollment process, which may include submitting forms, providing required documentation, and paying applicable fees.

b. Fees and Payments: All fees must be paid according to the payment schedule outlined during enrollment. Late payments may incur additional charges.

c. Refund Policy: Refunds, if applicable, on a case-by-case basis.

5. User Conduct

By using our Site, you agree not to:

• Provide false or misleading information during the enrollment process.
• Use the Site for any illegal or unauthorized purpose.
• Interfere with the operation of the Site or disrupt other users’ access.
• Upload or transmit harmful or malicious content.

6. Intellectual Property

All content on the Site, including text, images, logos, and graphics, is the property of iCare Connect or its licensors and is protected by copyright and other intellectual property laws. You may not reproduce, distribute, or use any content without prior written permission.

7. Limitation of Liability

To the maximum extent permitted by law, iCare Connect shall not be liable for any indirect, incidental, or consequential damages arising from your use of the Site or services. Our total liability for any claims related to the Site or services is limited to the amount paid by you for the specific service giving rise to the claim.

8. Indemnification

You agree to indemnify and hold harmless iCare Connect, its employees, and affiliates from any claims, losses, or damages arising out of your breach of these Terms of Service or your use of the Site or services.

9. Termination

We reserve the right to terminate or suspend your access to the Site or services at our sole discretion, without notice, if you violate these Terms of Service or engage in conduct detrimental to our operations.

10. Governing Law

These Terms of Service are governed by and construed in accordance with the laws of OHIO. Any disputes shall be resolved exclusively in the courts located in Cleveland, OHIO.

11. SMS Disclosure

By providing your mobile number, you consent to receive SMS/text messages from iCare Connect for the following purposes:

• Emergency communication about your student.
• Enrollment updates.
• Center notifications.

Texting Cadence:

• Frequency of messages may vary based on the type of communication and urgency.

Message and Data Rates:

• Message and data rates may apply based on your mobile carrier’s terms and conditions.

HELP Information:

• For assistance, reply "HELP" to any text message, or contact us directly at 216-769-5437.

Opt-Out Instructions:

• To stop receiving messages, reply "STOP" to any text message. You may also contact us to opt out of SMS communications.

Privacy Policy:

• For more details on how we handle your information, please review our Privacy Policy at  Privacy Policy | Icareconnectchilddevelopmentcenter  

12. Contact Us

If you have any questions or concerns regarding these Terms of Service, please contact us:

Our ratio is 4:1 for infants, 6:1 for toddlers, and 8:1 for preschoolers.

Special Education is “specially designed instruction” to meet the individual needs of an exceptional child. The “specially designed instruction” should be:

• Based on assessment results
• Individual
• Consider various factors
• Outcome oriented
• Linked to the standards
• Monitored and modified
• Not just a place to send students

Special Education should not be:

• Synonymous with under-achievement
• Only remediation
• Separate
• Just small group instruction
• For students with behavior problems
• For substance exposed students
• For students whose special needs can be met in the general education

Special Education is NOT a place! It is support and services brought to students through an IEP. Special Education may include some or all of the following components working together to support a student: modified curriculum, environmental accommodations, physical assistance, collaboration services, friendship/facilitation, consultation with specialists, behavior support plans, and/or staff development.

An IEP is an Individualized Education Plan. It is a document that is written for each child who receives special education services. It is a legal document. An IEP is tailored specifically to meet the needs of the individual child.

The main ingredients of an IEP include:

• Eligibility Statement
• Program Options, Services, and Instruction
• Accommodations/Modifications
• Participation in General Education
• Present Levels of Performance
• Goals & Objectives
• Behavior Support Plan
• Plus a lot of additional details…

IDEA is an acronym for Public Law 101-476, the Individuals with Disabilities Education Act of 1990. This law updated and added to Public Law 94-142. In 1975, the United States government passed Public Law 94-142, which extends educational rights to school-age children. The law declares that all children with disabilities are entitled to a free, appropriate, public education (FAPE) in the least restrict environment (LRE). IDEA has 2 parts: Part B (ages 3-21); and Part C (birth-2) IDEA was reauthorized in 2004 in which new statutory provisions went into effect as of July 1, 2005.

Autism is a neurological disorder most recently renamed as a single umbrella disorder known as Autism Spectrum Disorder (ASD). Each individual has a range of characteristics, differing levels of severity, and various delays. Therefore, each individual requires different levels of assistance and intervention. Autism Spectrum Disorder is characterized by symptoms that cause functional impairment, in two main areas:

• Social communication/interaction
• Behavior (repetitive and restricted)

In May 2013, the fifth edition of the American Psychiatric Association’s Diagnostic and Statistical Manual of Mental Disorders (DSM-5) was released, presenting a revised diagnosis to Autism Spectrum Disorders (ASD). This manual is the main reference used to determine the diagnostic criteria. Some of the key changes in DSM-5 include:

• The elimination of the sub-diagnoses of Autistic Disorder, Asperger Syndrome, Pervasive Developmental Disorder Not Otherwise Specified, and Disintegrative Disorder. The diagnosis will be
• called Autism Spectrum Disorder (ASD).
• The diagnostic criteria have been rearranged into two areas: 1) social communication/interaction, and 2) restricted and repetitive behaviors.
• Symptoms must begin in early childhood, although they may not be recognized fully until social demands exceed capacity.
• Symptom severity for each of the two areas of the diagnostic criteria is now defined.
• There is a new diagnostic category of social communication disorder.

For more details regarding the changes to the criteria, visit the American Academy of Pediatrics News website at http://aapnews.aappublications.org/content/early/2013/06/04/aapnews.20130604-1
Visit the DSM-5 website for the American Psychiatric Association’s Autism Spectrum Disorder Fact Sheet: http://www.dsm5.org/Documents/Autism%20Spectrum%20Disorder%20Fact%20Sheet.pdf
To see the full text of the diagnostic criteria for Autism Spectrum Disorder (ASD) and the related diagnosis of Social Communication Disorder as they appear in the DSM-5, visit Autism Speaks’ website: http://www.autismspeaks.org/what-autism/diagnosis/dsm-5-diagnostic-criteria
For a side-by-side look at the diagnostic criteria for Autism Spectrum Disorder under both DSM-IV and DSM-5, visit Talk About Curing Autism’s (TACA) website: http://www.tacanow.org/family-resources/diagnostic-criteria-for-autism-spectrum-disorder/

Down syndrome is an intellectual disability caused by an extra chromosome at the 21st position. Children (and adults) with Down syndrome often have:

• Distinct physical characteristics (almond shaped eyes and decreased muscle tone)
• Cognitive and physical developmental delays
• Additional problems such as delayed speech, hearing impairments (60-80% of infants), congenital heart disease (50% of infants), thyroid dysfunction, seizures, sleep apnea.

For more information on Down syndrome, visit the National Dissemination Center of Children with Disabilities (NICHCY) website: http://nichcy.org/disability/specific/downsyndrome

• Children who are delayed in speech have difficulties with their pronunciation or with stuttering.
• Children who are delayed in language have difficulties understanding what is said to them, or have difficulties expressing themselves.

Areas of Speech and Language:

• Expressive language is expressing ideas verbally using appropriate vocabulary, grammar, and sentence structures.
• Receptive language is the comprehension of language; understanding grammar, vocabulary, directions and questions.
• Articulation is how well the child is able to produce sounds in words and sentences.
• Fluency is age appropriate flow of speech.
• Voice is age appropriate pitch, volume, or nasality of the child’s speech.

For more information on Speech and Language impairments, visit the National Dissemination Center of Children with Disabilities (NICHCY) website: http://nichcy.org/disability/specific/speechlanguage

• Talk to your child’s doctor or pediatrician
• Talk to your child’s teacher
• Contact your local Regional Center
• Talk to the school nurse, speech therapist, or other education specialists
• Contact your local school district (the school psychologist, school principal, and/or director of special education)
• Contact your local SELPA (Special Education Local Plan Area), Community Advisory Committee (CAC), and/or Family Resource Center (FRC): http://www.cde.ca.gov/sp/se/as/caselpas.asp

State and federal law under the Individuals with Disabilities Act (IDEA) guarantees parental rights

• Notice: Before a child is tested or placed in a special education program, you have the right to be notified of what the school plans to do.
• Consent: You must give your consent before special tests are given and before your child is placed in a special education program.
• Evaluation: You have the right to a full evaluation of your child to determine individual educational needs.
• Records: You have the right to know what records are kept on your child.
• Confidentiality: With the exception of school personnel with legitimate educational interests, no one may see your child’s records without your permission.
• Least Restrictive Environment: You have the right to have your child educated with children without disabilities tto the maximum extent appropriate.
• Due process: If at any point along the way you do not agree with how the school is dealing with your child, you have the right to request a hearing. At this hearing, you and the school will reach an agreement concerning the identification, evaluation, placement or educational program of your child.

Each school district across the country is required to present to parents, in more detailed format, the Parents Rights and Procedural Safeguards document.

“A Parent’s Guide to Developing your Child’s IEP” from the National Dissemination Center of Children with Disabilities (NICHCY): http://users.neo.registeredsite.com/3/8/9/12669983/assets/Ed013.pdf

“IEP Meeting Tips” from the Mental Health Advocacy Services, Inc. http://users.neo.registeredsite.com/3/8/9/12669983/assets/Ed013.pdf

These are some common acronyms that parents and professionals use in special education and school settings. ABA – Applied Behavioral Analysis

ADA – Americans with Disabilities Act
ADD – Attention Deficit Disorder
ADHD – Attention Deficit Hyperactivity Disorder
ADR – Alternative Dispute Resolution
APE – Adaptive Physical Education
ASL – American Sign Language
AT – Assistive Technology
BIP – Behavior Intervention Plan
BSP – Behavior Support Plan
DIS – Designated Instruction and Services
EI – Early Intervention
ELL – English Language Learner
ESL – English as a Second Language
ESY – Extended School Year
FAPE – Free and Appropriate Public Education
FBA – Functional Behavior Assessment
IDEA – Individuals with Disabilities Education Act
IEP – Individualized Education Program
IFSP – Individualized Family Support Plan
ISP – Individualized Services Plan
ITP – Individualized Transition Plan
LEA – Local Education Agency
LEP – Limited English Proficient
LRE – Least Restrictive Environment
NCLB – No Child Left Behind
OT – Occupational Therapy or Occupational Therapist
PECS – Picture Exchange Communication System
PDD/NOS – Pervasive Developmental Disorder, Not Otherwise Specified
PT – Physical Therapy or Physical Therapist
RTI – Response to Intervention
SELPA – Special Education Local Plan Area
SLD – Specific Learning Disability
SLP – Speech and Language Pathologist

“Ten Things Every Child with Autism Wishes You Knew” by Ellen Notbohm http://www.ellennotbohm.com/article-archive/ten-things-every-child-with-autism-wishes-you-knew/

Developmental Milestones Checklists, by Age – 2 months through 5 years (English and Spanish) http://www.cdc.gov/ncbddd/actearly/pdf/checklists/all_checklists.pdf

Autism Spectrum Disorders from A to Z by Barbara Doyle and Emily Iland http://www.asdatoz.com/

To ensure INCLUSION, FREEDOM, and RESPECT for people with disabilities, we must use People First Language by Kathie Snow http://www.disabilityisnatural.com/images/PDF/pfl09.pdf

Mental Health Advocacy Services, A non-profit organization protecting and advancing the legal rights of people with mental disabilities, Los Angeles, California: http://www.mhas-la.org/