Infants and Toddlers with a Disability Served Under IDEA

For infants and toddlers with a disability served under IDEA 2004, a written Individualized Service Plan must be developed (by a multidisciplinary team and interagency team that includes the parents, the case manager or coordinator of the process, the person conducting the evaluation, and any other individuals who will be involved in providing services) specifying the early intervention services that will be provided. The term infants and toddlers with disabilitiesrefers to children who fall within the age range of birth to two years who need services because they are experiencing developmental delays or have a diagnosed physical or mental condition that puts them at risk of developing developmental delays.

The term early intervention services is defined as developmental services (that are provided at no cost to the parent and under public supervision) that are designed to meet the student’s physical, cognitive, communication, social, emotional, and adaptive needs (IDEA, 20 U.S.C§ 1472(2)). Early intervention services may include family training, counseling, home visits, speech pathology, occupational and physical therapy, psychological services, case management services, medical services (for diagnostic or evaluation purposes only), health services, social work services, vision services, assistive technology devices and services, and transportation along with related costs. These services have to be provided to the maximum extent appropriate in natural environments (home and community settings) in which children without disabilities participate (IDEA, 20 U.S.C. § 1472(2)(E)). State and local educational agencies are mandated to ensure that all the children who receive early intervention services have an Individualized Family Service Plan (IFSP) that must be reviewed and evaluated every 6 months and revised every year if necessary. This IFSP must contain statements describing:

• The child’s present level of physical, cognitive, language, and speech development;
• The family’s strengths and needs related to enhancing the development of the child;
• Major outcomes expected to be achieved for the child and family;
• Specific early intervention services necessary to meet the needs of child and family to achieve the outcomes;
• Other services and/or steps undertaken to secure those services;
• Date when services will start and end; and
• The name of the case manager responsible for implementing the IFSP and coordinating agencies.

Emphasis on providing early intervention services is based on the belief that:

• The first years of life are crucial to the overall development of all children—normal, at risk, and those with disabilities.
• Early stimulation can affect the development of language, intelligence, personality, and self-worth.
• Early intervention can decrease the overall impact of disabilities as well as offset the negative effects of delayed intervention.
• Early intervention may, in the long run, be less costly and more effective than providing services later in life.

There are three types of delivery models for early intervention programs: center-based, home-based, and a combination of the two.

•  Center-based models require that families bring their child to a setting away from home in which comprehensive services are provided at the site.
• Home-based models deliver services to the child and family in their natural living environment.
• A combination of center-based program instruction and in-home services may also be provided.

The early intervention services schools provide must be directed not only at the child, but at their families as well.