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Individualized Family Service Plan (IFSP) - Early Intervention Annotated

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Individualized Family Service Plan (IFSP) - Early Intervention Annotated

Infant Toddler Early Intervention plan document for use as of December 2018. The IFSP and IEP are plans that identify services and supports for children and families involved in Early Intervention. The IFSP and IEP consider the strengths of the child; concerns of the parent/guardian and most recent evaluation results so that family members and early education programs are actively engaged in promoting the child's learning and development. This annotated form provides guidance to parents and early intervention staff completing the evaluation report. It is not intended as an exclusive manner for complying with state and/or federal special education statutes and regulations.

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PaTTAN - Individualized Family Service Plan (IFSP) - Early Intervention Annotated

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Infant Toddler Early Intervention plan document for use as of December 2018. The IFSP and IEP are plans that identify services and supports for children and families involved in Early Intervention. The IFSP and IEP consider the strengths of the child; concerns of the parent/guardian and most recent evaluation results so that family members and early education programs are actively engaged in promoting the child's learning and development.

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Individualized Family Service Plan Process Guidance Handbook

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Evidence-Based Practice in Early Intervention/Early Childhood
Special Education

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Evidence-Based Practice

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Evidence-based practice in the field of early childhood is the process that pulls together the best available research, knowledge from professional experts, and data and input from children and their caregivers, to identify and provide services, evaluated and proven to achieve positive outcomes for children and families.

Where do you find early childhood evidence-based practices?

The resources below provide information on evidence-based practices in areas specific to early childhood care and education, professional development, early intervention and early childhood special education (EI/ECSE).

Multiple EI/ECSE Topics

Autism
See: Autism Spectrum Disorders: Evidence-Based Services
Deaf or Hard of Hearing

Early Child Identification

Tracking, Referral and Assessment Center for Excellence (TRACE) (Funded by OSEP, 2002-2007): The Puckett Institute's TRACE initiative was to identify and promote the use of evidence-based practices and models for improving child find, referral, early identification, and eligibility determination for infants, toddlers, and young children with developmental delays or disabilities who are eligible for early intervention or preschool special education.

Early Childhood Transition

National Early Childhood Transition Center (NECTC) (Funded by OSEP, 2002-2007): NECTC orchestrated research focus groups to investigate and validate practices and strategies that enhance the early childhood transition process and support positive school outcomes for children with disabilities.

Early Literacy

Home Visiting

Inclusion
See also: Research and Studies on Inclusion
Professional Development

Characteristics and Consequences of Adult Learning Strategies. Trivette, C., Dunst, C., Hamby, D., and O'Herin, C. (2009). Research Brief 3(1), Tots 'n Tech Research Institute.

CONNECT: The Center to Mobilize Early Childhood Knowledge (Funded by OSEP (2008-2014)

An Evidence-Based Approach to Professional In-service Training. Trivette, C., and Dunst, C. (2009). Presentation made at the OSEP Project Directors' Conference, July 23, 2009, Washington, DC

IRIS Center: See their collection of Evidence-Based Practice Summaries

School Readiness
See also: Multiple Early Childhood Topics
Screening, Assessment, Evaluation Instruments

Social Emotional Intervention for Young Children

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Evidence-based practice in the field of early childhood is the process that pulls together the best available research, knowledge from professional experts, and data and input from children and their caregivers, to identify and provide services, evaluated and proven to achieve positive outcomes for children and families.

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Advances in Early Communication
and Language Intervention

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Inclusion of Infants and Toddlers with Disabilities or Other Special Needs

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In group care settings, what does inclusion of infants and toddlers with disabilities or other special needs involve? And how can teachers find out what they need to know? To begin with, inclusion involves a process of developing an understanding of inclusive child care settings and acting with intention to create them. In infant and toddler care, inclusion requires an attitude of acceptance and compassion, and a commitment to create an atmosphere of authentic belonging for children and their families.

Every one of us understands the desire to feel included and to belong. This is the essence of inclusive child care-that every infant, toddler, and child feels like an important and contributing member of the group.

Whether teachers are new to this field or have years of experience, their personal and professional backgrounds will be valuable in considering high-quality inclusive child care in the specific context of the children and families with whom they work. The process of creating an inclusive environment includes the opportunity to reflect on personal biases or assumptions about children with special needs and on what it takes to be truly inclusive.

To create an environment that supports a sense of belonging, infant and toddler teachers need to know what is required by law, how to create inclusive environments and learning experiences, and strategies to collaborate with families and other professionals. A technical assistance (TA) or professional development (PD) provider can help child care professionals build knowledge and skills in these areas with practical guidance to enhance their confidence and competence in providing high-quality inclusive child care.

The Program for Infants and Toddlers with Disabilities (Part C) of the Individuals with Disabilities Education Act (IDEA) was created "to enhance the development of infants and toddlers with disabilities, minimize potential developmental delay, and reduce educational costs to our society by minimizing the need for special education services as children with disabilities reach school age" (Individuals with Disabilities Education Improvement Act of 2004, p. 1).

To learn about how different states and territories provide services under Part C, visit the Early Childhood Technical Assistance Center (ECTA) website, which links to the Part C early intervention system in each state and territory. This site also includes state resources on Part C service delivery approaches. Some states have developed specific guidance, policies, or statements about inclusive practices.

Each state and territory has a unique system for providing services under Part C and has one agency that oversees the early intervention system for infants and toddlers (birth to 3) with disabilities or developmental delays. Some states and territories also serve infants and toddlers who are at a higher risk for developmental delay for biological or medical reasons or because of their environmental or caregiving circumstances. Part C provides early intervention services to infants and toddlers with developmental delays or medical conditions likely to lead to a developmental delay. Part C is not intended to be a stand-alone program. Its intent is to build interagency partnerships among state and territory agencies and programs in health, education, human services, and developmental disabilities.

Part C of IDEA specifies that early intervention services and supports must be provided in natural environments, which means settings that are typical for same-aged infants and toddlers without disabilities. These environments may include the child's home or a community setting. The term as defined in this chapter is aligned with the basic ideas and values reflected in the term "natural environments" (Division of Early Childhood of the Council for Exceptional Children & National Association for the Education of Young Children, 2009).

Part C of IDEA guides the services and care provided for infants and toddlers with disabilities and their families in child care settings. Helping teachers develop an understanding of natural environments and inclusion gives them insight and direction when creating high-quality inclusive child care environments.

Including infants and toddlers with disabilities in child care settings means taking a stand for care in which everyone who is involved with each infant, toddler, and family is recognized as important-the infant or toddler, the family members, the provider in the family child care home or child care center, other program staff and leaders, early interventionists working with the family, and other community partners.

Questions for TA and PD Providers to Ask Infant/Toddler Care Teachers

Early childhood professionals best meet the individual learning needs of children in their care by working in partnership with family members, identifying children's strengths and interests, and designing learning environments and adapting materials and activities for infants and toddlers with a variety of special needs and disabilities. This requires careful planning, ongoing communication, and time dedicated to this important work.

TA and PD providers can play an important role in facilitating reflection with caregivers and program leaders (including family childcare owners and operators) about how they can help each infant, toddler, and family feel safe, included, and valued in their programs. Setting aside time for questions such as those listed below, can help teachers reflect on how to include infants and toddlers with disabilities and special needs and their families in an authentic way in their child care program.

In what ways are you an important part of this process?

In what ways do you help the child, family, and other professionals know they are an important part of this process?

How do you find support when you have needs or questions about caring for an infant or toddler with special needs?

Inclusive Practices: Questions to Inspire Thinking and Action

Below are several questions a TA or PD provider might use with caregivers or program leaders to inspire deeper thinking and action about improving their inclusive practices.

What are your experiences caring for infants and toddlers with suspected disabilities or other special needs? Are there experiences and insights you can share with your colleagues about successes and possible concerns?

How do you create environments that are welcoming to all children and their families?

In what ways do you treat children with disabilities and their families with compassion and respect?

How do you provide services for infants and toddlers with disabilities in settings where young children would naturally be if they did not have disabilities? (Examples include home; playground, library, and other community-based settings; center-based or family child care; Early Head Start; parent-child classes, and so on.)

How do you promote access, participation, and belonging in daily learning experiences? How do you incorporate elements of Universal Design for Learning? (See Creating Inclusive Environments and Learning Experiences for Infants and Toddlers, the next article in this chapter.)

How do you focus on learning about each infant and toddler as an individual, including his or her strengths and interests?

How are individual children's strengths and interests reflected in daily routines, materials for exploration, and learning experiences?

Are there insights, questions, or concerns you have about caring for infants and toddlers with disabilities?

How are inclusive practices outlined in your program philosophy, policies, and practices?

How do you communicate with families about children's individual development, including strengths and challenges, interests, and progress?

How do you work in partnership with early interventionists and families?

How do program leaders (including family child care owners and operators) address their responsibility to build caregivers' confidence and competence through ongoing professional development opportunities?

Resources

California MAP to Inclusion and Belonging: Making Access Possible (WestEd): Visit this site for essential information and publications on inclusion, including the book, Inclusion Works, and training PowerPoints created by.

Center for Inclusive Child Care (CICC): Explore this network for comprehensive resources for training and consultation to support inclusive care for children in community settings.

Children with Disabilities (Head Start Early Childhood Learning & Knowledge Center): Explore this web page for information on inclusion and individualized teaching and learning, frequently asked questions, and resources about specific disabilities.

CONNECT: Foundations of Inclusion Birth to Five (CONNECT, Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill): This popular video provides an overview of research, policy, and outcomes of inclusive child care.

CONNECT Modules (CONNECT, Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill): Participate in these self-guided online courses to improve your inclusive practices.

Desired Results Access Project Video Library (Napa County Office of Education, Research and Professional Development Center): Watch these videos to enhance your skills in observation, documentation, assessment, evaluation, coaching, consultation, reflective practice, family education, and professional development.

Early Childhood Technical Assistance (ECTA) Center: This site is funded by the Office of Special Education Programs to improve state early intervention and early childhood special education service systems, increase the implementation of effective practices, and enhance the outcomes of these programs for young children and their families.

Early Intervention and School Readiness for Infants and Toddlers with Special Needs (Head Start Early Childhood Learning & Knowledge Center): Watch this 55-minute video for ways to adapt environments and practices to support school readiness for infants and toddler with special needs.

Inclusion Matters (Center for Inclusive Child Care): Listen to these podcasts to hear inclusion specialists discuss diverse topics. Continuing education units (CEUs) are available.

Infant and Toddler Development, Screening, and Assessment (Office of Child Care and Zero to Three): Explore this training module for child care consultants about screening and assessment of infants and toddlers.

Learn the Signs: Act Early (Centers for Disease Control and Prevention): Look here for materials on developmental milestones and resources on early warning signs.

National Professional Development Center on Inclusion (NPDCI) (Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill): Access this site to support your efforts to develop statewide professional development systems that support early childhood inclusion.

Parent Center Hub (Center for Parent Information and Resources): Review this site to help you support centers that serve families of children with disabilities.

Project TaCTICS (Florida State University Department of Communication Disorders): Get information and training modules to help build collaborations with early intervention service providers who are serving infants, toddlers, and their families.

Providing Early Intervention Services in Natural Environments (Center for Parent Information and Resources): Find resources about the Individuals with Disabilities Education Act, the definition of natural environments, key roles in early intervention, and the development of Individualized Family Service Plans.

Quality Inclusive Practices (National Professional Development Center on Inclusion, Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill): Review these resources to enhance your understanding of inclusive practices to support access, participation, and systems collaboration.

Special Needs and Inclusion (California Department of Education and WestEd): Watch this video from the California Early Childhood Educator Competency series to explore program policies for inclusion, developmentally appropriate practices, collaboration with families and service providers, and adapting environments and equipment for infants, toddlers, and young children with disabilities or other special needs.

SpecialQuest Multimedia Training Library (Conrad N. Hilton Foundation and the Office of Head Start): Access this training library to support your work with caregivers related to inclusion of infants and toddlers with disabilities and their families.

Watch Me! Celebrating Milestones and Sharing Concerns (Centers for Disease Control and Prevention): Participate in this 1-hour, 4-module online training course to learn about tools and best practices for monitoring the development of children in your care. CEUs available.

Zero to Three: Explore the Zero to Three website to find information and resources on early development, early learning, parenting, and policy and advocacy supporting the unique needs of infants and toddlers.

References

Division of Early Childhood of the Council for Exceptional Children, & National Association for the Education of Young Children. (2009). Early childhood inclusion [Position statement]. Retrieved from https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/DEC_NAEYC_EC_updatedKS.pdf

Individuals with Disabilities Education Improvement Act of 2004, 20 U.S.C. § 1400. (2004). Retrieved from http://idea.ed.gov/part-c/downloads/IDEA-Statute.pdf

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Inclusion of Infants and Toddlers with Disabilities or Other Special Needs

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In group care settings, what does inclusion of infants and toddlers with disabilities or other special needs involve? And how can teachers find out what they need to know? To begin with, inclusion involves a process of developing an understanding of inclusive child care settings and acting with intention to create them.

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Incorporating Cultural Competence in Quality Rating and Improvement Systems (QRIS)

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Making Hope A Reality: Early Intervention for Infants and Toddlers With Disabilities

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The birth of a new baby is a time of great hope and opportunity. This sense of hope is reinforced by science, which has significantly enhanced our knowledge about how infants and toddlers develop and the ways we can support them. We know that the early years establish the foundation upon which later learning and development take place. Although babies grow and develop at different rates, most follow a predictable path and learn to walk, talk, and gain new skills in expected ways. For some young children, however, development unfolds according to a slower timetable or in an atypical fashion. For those infants and toddlers with a disability or developmental delay, intervening early can make all the difference in the world. Early intervention provides services and supports to promote the best possible developmental outcomes, and it enhances the capacity of families to meet their child's needs. For children at significant risk, early intervention can serve as a protective buffer against the multiple adverse influences that may hinder their developmental progress. If the promise of a bright future is to be realized for all young children, policymakers should permanently authorize and adequately fund services of the Early Intervention Program of the Individuals With Disabilities Education Act (IDEA Part C) to ensure the optimal development of infants and toddlers with or at risk of developmental delays.

What is Part C of the Early Intervention Program for Infants and Toddlers With Disabilities (IDEA)?

The Early Intervention Program for Infants and Toddlers With Disabilities, or Part C of the Individuals With Disabilities Education Act (IDEA), is a federal grant program that assists states in operating a comprehensive statewide program of services and supports for children birth through 2 years old with developmental delays, including (at state option) children who are "at risk" of developing a delay or special need that may affect their development or impede their education.

Congress established the Early Intervention program (generally referred to as "Part C") in 1986, and most recently reauthorized the statute in 2004, in recognition of "an urgent and substantial need" to

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.

States vary widely in the type of quantitative criteria they use to describe a developmental delay, as well as in the level of delay required for eligibility for Part C services. In addition to identifying children who are experiencing developmental delays or who have a diagnosed physical or mental condition that has a high probability of resulting in development delay, states can choose to provide services to infants and toddlers who would be at risk of experiencing a substantial developmental delay if early intervention services were not provided.

Approximately 16% to 18% of children have disabilities or developmental delays.

In order for a state to participate in the program, it must ensure that early intervention will be available to every eligible child and his or her family. The governor must designate a lead agency to receive the grant and administer the program and must appoint an Interagency Coordinating Council (ICC) to advise and assist the lead agency. Annual funding to each state is based upon census figures of the number of children, birth through 2 years old, in the general population.

The current IDEA 2004 Statute (P.L. 108-446) for Part C contains many requirements states must meet, and it specifies the minimum components of a comprehensive statewide early intervention system. New proposed regulations for Part C were issued on May 9, 2007 by the Office of Special Education and Rehabilitative Services at the U.S. Department of Education. These regulations, when issued in their final form, will reflect the changes resulting from IDEA 2004 and provide guidance to states on how Part C is to be implemented.

Policy Recommendations

1. Expand and enhance early identification of infants and toddlers to include greater coordination and collaboration among early childhood providers.

Expand and enhance early identification of infants and toddlers to include greater coordination and collaboration among early childhood providers. The earlier children are identified and provided with carefully designed intervention and family supports, the more they benefit by gains in cognitive, language, and social development, and later in higher academic and life achievement. These services and supports best serve children when they are coordinated and collaborative. For example, early screening and identification should include:

developmental screenings for low-income infants and toddlers under the Early and Periodic Screening, Diagnostic, and Treatment (EPSDT) program;

the use of standardized screening tools by primary care physicians to monitor child development;

coordination of screening efforts through a medical home;

improved information and referral networks;

health and mental health consultation to child care; and

collaboration between public health, child welfare and early intervention services to ensure children in the child welfare system are screened. Additional funding should be provided to support increased screening and referral efforts

Infants and toddlers who have been maltreated are six times more likely than the general population to have a developmental delay. Children entering early intervention are far more likely than the general population to be in foster care.

2. Permanently authorize and fully fund Part C of the IDEA.

The 2004 reauthorization of IDEA continued Part C as a discretionary grant program without permanent authorization. In addition, Part C funding is unusually designated as payor of last resort, requiring that all federal, state, local and private resources be exhausted prior to using Part C funds. As states continually struggle with the need to adjust or expand the array of resources to support an integrated early intervention system, they are faced with financing systems that are unstable, inadequate, and complex. It is important to permanently authorize the Part C program with a sufficient and stable base of funding. Doing so will ensure responsive and effective services and supports for infants and toddlers with or at risk of developmental delays or disabilities and their families-significantly boosting the promise of a bright future for children, families, and communities.

3. Include at-risk infants and toddlers in the state's definition of eligibility for Part C services.

Part C allows states to provide services to infants and toddlers who are at risk of developmental delay. States may include children with a history of significant biological or medical conditions (e.g., low birth weight or failure to thrive) and/or children who are at risk due to environmental factors such as poverty, homelessness, substantiated child abuse or neglect, parental age, parental illegal substance abuse, and parental mental illness. As of February 2008, only five out of 56 states and territories serve at-risk children, even though it is well documented that young children with multiple risk factors are the most vulnerable to poor health and development. States should expand their definitions to include these at-risk infants.

4. Fully implement the Part C and the Child Abuse Prevention and Treatment Act (CAPTA) mandates requiring states to refer to Part C all children under the age of 3 with substantiated cases of abuse, neglect, and drug exposure.

Both the IDEA 2004 and CAPTA 2003 reauthorizations require state early intervention and child welfare systems to establish coordinated procedures for the referral of substantiated cases of abused, neglected, or illegal drug-exposed infants and toddlers to Part C services. Infants and toddlers who have been maltreated are far more likely than the general population to have a developmental delay. States should take steps to fully implement these mandates by structuring collaboration between Part C and child welfare agencies and by increasing staff training.

More than 50% of children in early intervention had two or more risk factors; one in five children had four or more. Research suggests that the potential for negative developmental outcomes increases substantially when a child has multiple risk factors.

5. Expand access to inclusive early care and education experiences for infants and toddlers across diverse settings.

Infants, toddlers, and their families thrive when they are able to live, learn, and play in the "natural environments" in their own communities-including the settings in which children without disabilities participate. To ensure inclusive experiences, children with disabilities and developmental delays should have full access to early care and to education, health, social, and recreational services. Successful inclusion requires collaboration at all levels, appropriately trained personnel, cultural responsiveness, and a framework that emphasizes parent-child and peer interactions in typical routines and natural environments.

6. Invest in the professional development of the early intervention workforce.

Research clearly links well-trained and qualified providers to better child outcomes. Expert consultation and training for providers is necessary to effectively support infants, toddlers, and their families who confront significant child developmental disabilities, experience special health care and mental health needs, or face the stresses of poverty, substance abuse, and child maltreatment. Training should be targeted to:

building expertise in early social-emotional development and mental health;

training providers from different cultural, ethnic, and racial backgrounds and preparing them to meet the needs of diverse populations; and

developing and implementing a set of standards for early intervention practice.

Research

Earlier identification and intervention is more effective and less costly. The science of early development highlights the remarkable opportunities to optimize child development. During the earliest months and years of life, the architecture of the brain is being built at an unparalleled rate in response to nurturing early experiences. Early identification and intervention for children with developmental delays or disabilities can improve cognitive and social skills, lead to higher achievement and greater independence, and promote family competence and well-being.

1 in 3 infants and toddlers who received early intervention services did not later present with a disability or require special education in preschool.

Supporting a family's capacity to understand and enhance their baby's unique development positively influences both parents and children. Supportive and caring relationships between babies and caregivers have a significant and enduring influence on young children's growth and development. Many studies have documented the link between early loving, secure relationships and a child's self-esteem, confidence, and ability to communicate, deal with stress, develop positive relationships, develop a conscience, and learn. We know that families are central to their children's development. It is through relationships that babies discover who they are and how to interact with others. Families of young children with developmental disabilities can be confronted with many challenges and stressors that can compromise their ability to foster their child's health and development. Child development, as well as parental well-being, is enhanced when parents and other caregivers are encouraged to understand each child's unique characteristics and respond with sensitivity and warmth.

Child development, as well as parental well-being, is enhanced when parents and other caregivers are encouraged to understand each child's unique characteristics and respond with sensitivity and warmth.

Programs that combine support for families with carefully designed services for young children appear to have the greatest impact. Intervention is most effective when approached from a whole-child perspective. multigenerational programs that focus on relationship-building and parent-child interactions, while providing carefully and individually designed programs for young children, can positively impact both children and parents. Comprehensive services in home and community settings provided by highly qualified staff, tailored to individual child and family needs and interests, embedded in typical family routines, and coordinated across agencies and systems have the most promise for the best developmental and societal outcomes.
Download the PDF for a full list of citations.

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Making Hope A Reality: Early Intervention for Infants and Toddlers With Disabilities

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For children at significant risk, early intervention can serve as a protective buffer against the multiple adverse influences that may hinder their developmental progress. Policymakers should permanently authorize and adequately fund services of the Early Intervention Program of the Individuals With Disabilities Education Act (IDEA Part C) to ensure the optimal development of infants and toddlers with or at risk [...]

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Quality Benchmark for Cultural Competence Project

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Quality Benchmark for Cultural Competence Project