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Early Intervention (Part C of IDEA)
What is Early Intervention? l Natural Environments l Part C of IDEA
Articles l Caselaw l Publications l  Resources l Organizations

At Wrightslaw, we receive many questions from parents, teachers, therapists, and health care providers about early intervention services for children. What is early intervention? What does it include? Does my child qualify? What should I do if I am not happy with evaluations, programs or services? What is Part C? Is it the same as Part B but for younger children? Is an IFSP different from an IEP? These are just a few of the questions people ask.

If you are a parent, you need to educate yourself about your child's disability or delay, effective educational methods, different types of therapies and medical treatments, and how to present your child's problems and needs to school staff so they want to help.

On this page, you will find many resources to help you along the way. Your path to learning starts here..

New! US DOE OSERS Dear Colleague Letter, 01/09/17 Preschool LRE. Guidance about the least restrictive environment (LRE) requirements in section 612(a)(5) of IDEA that a fully applicable to the placement of preschool children with disabilities. This DCL supersedes the 2012 OSEP DCL and includes additional information on the reporting of educational environments data for preschool children with disabilities and the use of IDEA Part B funds to provide special education and related services to preschool children with disabilities.

US DOE Policy Statement, 09/14/15 on Inclusion of Children with Disabilities in Early Childhood Programs. Clarifies US DOE position that all young children with disabilities should have access to inclusive high-quality early childhood programs, where they are provided with individualized and appropriate support in meeting high expectations.

OSEP Dear Colleague Letter, 07/06/15, addresses concerns about speech-language services for children with autism spectrum disorder (ASD), clarifying requirements of the IDEA related to the provision of services for children with disabilities, including children with ASD [including infants and toddlers in Part C with IFSPs]. Clarification of OSEP's concern that SLPs and other appropriate profesionals may not be included in evaluation and eligibility determinations.

What is Early Intervention?

Early intervention is the process of providing services, education and support to young children who are deemed to have an established condition, those who are evaluated and deemed to have a diagnosed physical or mental condition (with a high probability of resulting in a developmental delay), an existing delay or a child who is *at-risk of developing a delay or special need that may affect their development or impede their education. The purpose of early intervention is to lessen the effects of the disability or delay. Services are designed to identify and meet a child's needs in five developmental areas, including: physical development, cognitive development, communication, social or emotional development, and adaptive development.

Early intervention programs and services may occur in a variety of settings, with a heavy emphasis on natural environments. These programs and/or services are proven to be most effective when started as soon as the delay or disability is identified.

Child Find information and resources from Wrightslaw.

Child Find is a component of IDEA that requires states to identify, locate, and evaluate all children with disabilities, aged birth to 21, who are in need of early intervention or special education services. Child Find in Private Schools.

OSEP Policy Documents Regarding Child Find.

*The at-risk category depends on the state's eligibility determination process and whether it includes children who are at-risk. States are given the discretion of including children at-risk in their state plans.

Natural Environments

Part C of IDEA requires "to the maximum extent appropriate to the needs of the child, early intervention services must be provided in natural environments, including the home and community settings in which children without disabilities participate." (34 CFR §303.12(b))

By definition, natural environments mean "settings that are natural or normal for the child's age peers who have no disabilities." (34 CFR §303.18)

The exception to the rule reads "the provision of early intervention services for any infant or toddler with a disability occurs in a setting other than a natural environment that is most appropriate, as determined by the parent and the individualized family service plan team, only when early intervention cannot be achieved satisfactorily for the infant or toddler in a natural environment."

The provision of early intervention services taking place in natural environments is not just a guiding principle or suggestion, it is a legal requirement.

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Part C of IDEA: The Early Intervention Program for Infants and Toddlers with Disabilities

• enhance the development of infants and toddlers with disabilities;
• reduce educational costs by minimizing the need for special education through early intervention;
• minimize the likelihood of institutionalization, and maximize independent living; and,
• enhance the capacity of families to meet their child's needs.

Eligibility for Part C

Part C eligibility is determined by each state's definition of developmental delay and whether it includes children at risk for disabilities in the eligibility formula. An important part of the evaluation process for infants and toddlers (ages 0 - 36 months) includes informed clinical opinion of professionals experienced with the development of very young children. States have been given a lot of discretion for determining eligibility for entry into their programs. If your child is determined to be eligible, the next step is to create an IFSP.

The Individualized Family Service Plan (IFSP)

An Individualized Family Service Plan (IFSP) documents and guides the early intervention process for children with disabilities and their families. The IFSP is the vehicle through which effective early intervention is implemented in accordance with Part C of the Individuals with Disabilities Education Act (IDEA). It contains information about the services necessary to facilitate a child's development and enhance the family's capacity to facilitate the child's development. Through the IFSP process, family members and service providers work as a team to plan, implement, and evaluate services specific to the family's concerns, priorities, and available resources. (source) A service coordinator then helps the family by coordinating the services outlined in the IFSP. Download the Model IFSP Form published by the U.S. Department of Education.

Writing the IFSP. From the Center for Parent Information and Resources (CPIR), the legacy resource for NICHCY.

The State Interagency Coordinating Council (SICC)

Each state has a State Interagency Coordinating Council (SICC). According to IDEA, the function of the ICC is to "advise and assist the lead agency in the performance of the responsibilities set forth in Section 635(a)(10) of the Individuals with Disabilities Education Act, particularly the identification of the sources of fiscal and other support for services for early intervention programs, assignment of financial responsibility to the appropriate agency, and the promotion of the interagency agreements; advise and assist the lead agency in the preparation of applications and amendments thereto; advise and assist the State educational agency regarding the transition of toddlers with disabilities to preschool and other appropriate services; and, prepare and submit to the Governor and to the Federal Secretary of Education on the status of early intervention programs for infants and toddlers with disabilities and their families operated within the State."

Transitioning out of Part C and into Part B (Special Education)

Your team (including parents) should start preparing the child for transition (if applicable) into Part B services around the age of 30-32 months (and no less than 3 months prior to the child's 3rd birthday). All children will not be eligible to enter into preschool special education programs. A transition planning meeting will be held to discuss next steps, particularly, how to prepare your child for the transition out of Part C. An exit IEP is held which determines the services that your child will receive after the transition. The following resources will help you understand this process:

Foundations of Transition for Young Children - Effective Transition Practices in Early Childhood.

Part C: The Transition Process and Lead Agency Notification. This Training Module 8 takes a detailed look at what the Part C regulations require in terms of the transition planning and activities that must occur from the Center for Parent Information and Resources (CPIR), the legacy resource for NICHCY.

Part C: Development of the Transition Plan. This Training Module 9 focuses on the development of a transition plan for the exiting toddler from the Center for Parent Information and Resources (CPIR), the legacy resource for NICHCY.

Transition to Preschool. From the Center for Parent Information and Resources (CPIR), the legacy resource for NICHCY (closing September 2014).

Transition of Young Children in Early Childhood Programs from CONNECT: The Center to Mobilize Early Childhood Knowledge from the Child Development Institute at UNC. This training module is about transition from Part C of IDEA (infants and toddlers- birth to three) to Part B (young children - three to six) programs.

Early Transitions for Children and Families: Transitions from Infant/Toddler Services to Preschool Education. This ERIC Digest covers transition issues such as achieving successful transitions, what influences the process, strategies and processes.