Individuals with Disabilities Education Act (IDEA) and Young Children with Special NeedsThis website will help you become familiar with IDEA, the federal law that affects and governs the education of children with special needs.
In addition, this site will help you understand the most common behavioral issues displayed by young children, especially those with special needs. Feel free to explore the various links to websites, books, videos, and articles pertaining to special needs, child development, and other parenting topics. "Disability is a natural part of the human experience and in no way diminishes the right of individuals to participate in or contribute to society. Improving educational results for children with disabilities is an essential element of our national policy of ensuring equality of opportunity, full participation, independent living, and economic self-sufficiency for individuals with disabilities." |
IDEA and Early Childhood Education
According to the United States Department of Education [USDE] (2013), the Individuals with Disabilities Education Act (IDEA) is the federal law that protects the rights of children with disabilities to receive special education tailored for their unique needs. Passed by Congress in 1975, it was amended in 2004 and republished in 2006 and 2011. The latest publication of IDEA is especially relevant to parents of young children for it pertains to Part C of the law, regarding early intervention for infants and toddlers.
IDEA, in conjunction with the Americans with Disabilities Act (ADA), ensures that children with special needs: (1) are not discriminated against due to their disabilities; (2) are not denied access to education; (3) receive special services as necessary to help them learn and develop into successful and self-sufficient individuals; (4) receive education in the least restrictive environment; and (5) receive an Individualized Education Plan (IEP), crafted collaboratively by the child's parents, educators, and other specialists (USDE, 2013).
Part C of IDEA: Birth to Three Year Olds
Part C pertains to young children's access to early intervention. Children ages birth through three receive an Individualized Family Service Plan (IFSP) instead of an IEP. The IFSP treats the child and the family as a unit, assuring services for the entire family that will support the child in his or her areas of need. In addition, IFSP mandates that every family receives the support of a Services Coordinator, who helps the family navigate through all the bureaucracy and paperwork as well as procure the services needed. Once a child reaches the age of three, the Services Coordinator helps the family transition from the IFSP to an IEP. The Services Coordinator also guides the family through the transition from Early Head Start to Head Start, if applicable (USDE, 2013).
States are responsible to ensure that all children receive proper screenings and receive a diagnosis when there is any suspicion of developmental, physical, or cognitive delays or impairments (USDE, 2013). After the diagnosis and eligibility are confirmed, the family is referred to local social services or education agencies, where other assessments are performed and the initial IFSP is crafted, ensuring that the child will receive all necessary early intervention services (USDE, 2013).
Parents who believe their child might have a developmental delay or disability should talk to the child's teacher. Many early childhood programs have age-specific assessment and screening tools available, such as the Ages and Stages Questionnaire, that they can use to help parents make the determination if they would like to seek further help or information from the local social services or education agencies.
For additional Information on laws and legislative topics pertaining to Early Childhood Special Education, please visit the following websites:
The Center for Children with Special Needs
Federation for Children with Special Needs
National Dissemination Center for Children with Disabilities
U.S. Department of Education
IDEA, in conjunction with the Americans with Disabilities Act (ADA), ensures that children with special needs: (1) are not discriminated against due to their disabilities; (2) are not denied access to education; (3) receive special services as necessary to help them learn and develop into successful and self-sufficient individuals; (4) receive education in the least restrictive environment; and (5) receive an Individualized Education Plan (IEP), crafted collaboratively by the child's parents, educators, and other specialists (USDE, 2013).
Part C of IDEA: Birth to Three Year Olds
Part C pertains to young children's access to early intervention. Children ages birth through three receive an Individualized Family Service Plan (IFSP) instead of an IEP. The IFSP treats the child and the family as a unit, assuring services for the entire family that will support the child in his or her areas of need. In addition, IFSP mandates that every family receives the support of a Services Coordinator, who helps the family navigate through all the bureaucracy and paperwork as well as procure the services needed. Once a child reaches the age of three, the Services Coordinator helps the family transition from the IFSP to an IEP. The Services Coordinator also guides the family through the transition from Early Head Start to Head Start, if applicable (USDE, 2013).
States are responsible to ensure that all children receive proper screenings and receive a diagnosis when there is any suspicion of developmental, physical, or cognitive delays or impairments (USDE, 2013). After the diagnosis and eligibility are confirmed, the family is referred to local social services or education agencies, where other assessments are performed and the initial IFSP is crafted, ensuring that the child will receive all necessary early intervention services (USDE, 2013).
Parents who believe their child might have a developmental delay or disability should talk to the child's teacher. Many early childhood programs have age-specific assessment and screening tools available, such as the Ages and Stages Questionnaire, that they can use to help parents make the determination if they would like to seek further help or information from the local social services or education agencies.
For additional Information on laws and legislative topics pertaining to Early Childhood Special Education, please visit the following websites:
The Center for Children with Special Needs
Federation for Children with Special Needs
National Dissemination Center for Children with Disabilities
U.S. Department of Education