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Provision of Early Intervention Services for Infants and Toddlers with Disabilities and their Families

Provision of Early Intervention Services for Infants and Toddlers with Disabilities and their Families

The Office of Special Education and Rehabilitative Services (OSERS) at the U.S. Department of Education has released yet another guidance in its Return to School Roadmap series--this one is called Provision of Early Intervention Services for Infants and Toddlers with Disabilities and their Families under Part C of IDEA. The 11-page document focuses on the development and implementation of Individualized Family Service Plans (IFSP), the written plan for providing early intervention services to an infant or toddler with a disability and the child’s family. The questions and answers addressed are intended to provide guidance and to identify the relevant requirements and options for flexibility for the State lead agencies (LA) and EIS providers when faced with unprecedented programmatic circumstances resulting from the COVID-19 pandemic.

Read more about this Q&A, see a list of the questions addressed, and connect with this and other guidances in OSERS' Return to School roadmap series here, at CPIR.

Featured Parent Center

TNSTEP Unveils New Transition Guides

TNSTEP

TNSTEP, the Tennessee's Parent & Youth Training and Information Center, has rolled out four new easy-to-use Transition Guides. These one-page guides feature information on diploma options, supported decision-making, tips for making a transition plan more effective, and post-secondary services and resources for youth with disabilities. The guides were developed collaboratively with TNSTEP and PEATC (Virginia’s Parent Training and Information Center) under a Rehabilitation Service Administration (RSA) grant from the US Department of Education. Learn more about these guides here.

Webinars

Webinar | Development and Implementation of IEPs

In this webinar for Parent Centers, important guidance from the U.S. Department of Education is shared. Content is focused explicitly and in detail on the development of IEPs as students return to school. Revisions to a student's IEP may be crucial, given changes that may have occurred in the social, emotional, mental, and behavioral well-being of the child during the pandemic. Students may need to reevaluated to determine what their current needs are, so these can be addressed in their IEPs. Much discussion centered around compensatory services: what they are, when and how schools should determine whether a student needs such services, and more.

Recent Items

Buzz | On Evaluating Children for Disability

This first Buzz of 2022 shares multiple family-friendly resources about the evaluation process under IDEA. Use the resources as refreshers of what families already know and have experienced in the past, and share these nuts-and-bolts pieces with those new to the process.

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