Early Intervention

How It Works

Early intervention was developed under Part C of the Individuals with Disabilities Education Act (IDEA) to provide services for infants and toddlers with or at risk for disability. Federal funds assist states in preparing and implementing a system of services for children from birth to age three. Early intervention may remediate existing developmental concerns or prevent their occurrence. Services may be center-based, home-based, hospital-based, or any combination. The primary role of Part C is to facilitate the coordination of federal, state, local, and private services. These may include physical and occupational therapy, speech therapy, social work services, assistive technology devices, audiology, nursing care, psychological treatment, nutrition, vision services, and transportation. To read the full text of IDEA Part C, click here.

Early intervention agencies report a variety of funding sources; 86 percent receive funding from the state, 64 percent from the federal government, and 47% from local resources. Eligibility criteria vary from state to state. For a link to your state’s early intervention web site, click here. Most states require a written referral to an early intervention service by a physician. The physician may directly refer to a program or may contact the state’s Child Find agency (1-800-543-3098). Once the child has been referred, an initial assessment is performed which includes the child and family. The evaluation determines eligibility of the child based on the percentage of delay. Once children are deemed eligible, a comprehensive evaluation is completed and an Individualized Family Service Plan (IFSP) is created with the help of a multidisciplinary team. The IFSP is a planning document which shapes the early intervention services provided. The IFSP relies heavily on family and community-centered services, and must be reevaluated at least once per year with family updates given every six months. The IFSP requires a transition plan to ensure continuity of services as the child moves toward school-based programs.

Intervening early can enhance the child’s development, provide support to the family, and maximize the child’s future benefit to society. Since the rate of human development and learning is greatest in the preschool years, it is important to initiate therapies during the period of maximum readiness. Early intervention has been shown to reduce special education services needed later in life, and decrease grade retention. Schools and communities benefit when more children come to school ready to learn. The National Early Intervention Longitudinal Study followed 2,195 children participating in early intervention through Part C of IDEA from 1997-1998. The study found that parents report a high degree of satisfaction with the services provided, appreciating the individualized treatments as well as their quantity and quality. Nearly three-fourths felt that early intervention had “a lot” of influence on their child’s development, and most reported that their family was “better off” after receiving services. The study determined that average monthly spending per child was $916. The average child stayed in early intervention for 17.2 months, resulting in a total average cost of $15,740 per child for the entire duration of intervention.

History

  • 1912: The Children’s Bureau is established by Congress to collect data on institutional care, mental retardation, and the care of handicapped children
  • 1935: The Social Security Act establishes Maternal and Child Health Services, as well as services for disabled children
  • 1965: Social Security Act amendments include Medicaid services for children. The Early and Periodic Screening Diagnosis and Treatment (EPSDT) program is founded for all children under age 21 who qualify for Medicaid.
  • 1966: Section for Exceptional Children is expanded to the Bureau of Education for the Handicapped within the U.S. Office of Education.
  • 1968: Handicapped Children’s Early Education Assistance Act provides federal funds to support education programs for infants and preschool-aged children with disabilities.
  • 1973: Americans with Disabilities Act raises awareness of the special needs population
  • 1975: Education for All Handicapped Children Act requires all states that accept federal funding for special education to provide all disabled students a free and appropriate education.
  • 1986: Education for All Handicapped Children Act is amended (later titled the Individuals with Disabilities Education Act, or IDEA). Requires that all infants, toddlers, and preschoolers with a disability have access to early intervention services.
  • 1990: IDEA is amended, with the addition of two important sections. Part B of IDEA specifies that public schools are responsible for providing services to eligible children aged three to 21. Part C of IDEA gives states the option to provide early intervention for children from birth to age three.
  • 2004: Most recent reauthorization of IDEA

Policy Update

President Bush’s 2008 budget proposes level funding for IDEA. Since the number of children served under IDEA continues to grow, this represents an effective cut in support of up to $200 million. The IDEA State Grant budget would decrease the federal share of funding to 17%, well below the authorized amount of 40%. That federal share of funding has dropped three percent in the last several years. Further, the special education teacher preparation program is frozen at a crucial time when schools are desperate to hire qualified teachers to meet the No Child Left Behind requirements. The new Chairman of the House Education and Labor Committee, Congressman George Miller (D-CA), states, “The cuts in this budget for students with disabilities and for young children are reprehensible and undermine the efforts of students and teachers who are working hard in classrooms across the country.”

Links

References