Revisiting a Comparison of Eligibility Policies for Infant/Toddler Programs and Preschool Special Education Programs

Abstract

In this study, the authors repeated an earlier analysis and comparison of state eligibility policies under the Infants and Toddlers with Disabilities Program, Part C of the Individuals with Disabilities Education Act (IDEA), and the preschool special education program, Part B, Section 619, of IDEA. The impact of federal and state policy changes in the intervening years on the prospects for continuity of eligibility as children move from Part C to Part B was investigated. The analysis revealed fewer states in which discontinuity was a concern (21, down from 27). States in which continuity was either “very likely” or “somewhat likely” increased from 24 to 30. The authors discuss policy options affecting continuity of eligibility across the early childhood programs of IDEA and the relevance of their findings for realizing the purposes of IDEA.

Considerations in implementing evidence-based early autism spectrum disorder interventions in community settings

“…US early intervention services emphasize service provision within the natural environment (often the home), and mandate family inclusion in services. However, states vary greatly in system structure and administration; eligibility criteria; interagency coordination; and service delivery (12,13). Services can range from a monthly visit from a social worker, to intensive interventions involving 20 hours weekly of intervention and parent education.…”

State Infant/Toddler Program Policies for Eligibility and Services Provision for Young Children with Autism

“…States have considerable flexibility in determining who is eligible for services and what services they receive. Although some components of Part C are federally mandated, states vary in how their systems are structured and administered, the extent of within-state variation in local programs, service eligibility criteria, the type and number of early intervention service agencies providing identification and intervention, interagency coordination, and models of intake and service coordination (Danaher, Shackelford, & Harbin, 2004;Spiker, Hebbeler, Wagner, Cameto, & McKenna, 2000).…”

Validity and Reliability of a Curriculum-Based Assessment Approach to Determine Eligibility for Part C Services

“…To become eligible for Part C early intervention services of the Individuals with Disabilities Education Improvement Act (IDEA, 2004), young children must be assessed and meet their state's designated eligibility guidelines (Andersson, 2004;Berman & Oser, 2003;Danaher, Shakelford, & Harbin, 2004;Shakelford, 2004). In most states, children must have significant developmental delays (e.g., two standard deviations below the mean in one or more developmental areas on standardized, norm-referenced tests) to be eligible for services.…”