The needs of children with disabilities as well as their families are supported by various learning programs that are initiated to assist them in meeting educational and learning goals from the early childhood till adolescence. This paper will focus on discussing four learning plans such as Individualized Family Service Plan (IFSP), Individualized Education Program (IEP), 504 Plan, and Individualized Transition Plan (ITP), which are called to ensure a comprehensive identification of a child’s needs and smoothly prepare him or her to school and then to adulthood based on collaboration between parents and educators along with early interventions. IFSP is a plan that targets children with suspected disabilities under age three and their families in an attempt to assist them with developmental issues. A detailed evaluation of a child’s needs as well as concerns of his or her family members determine the process of IFSP development (“What is the difference,” 2011). Namely, it includes data regarding a child’s current condition in all aspects, outcomes, and services required. As for the legal requirements, the federal Individuals with Disabilities Education Act (IDEA) and state laws oblige schools to take responsibility for designing IFSPs and maintaining their successful implementation (“What is the difference,” 2011). To differentiate instructions and assessments, IFSPs imply quarterly review, team determination of interventions and outcomes, as well as a comprehensive consideration of a child’s cognitive, social, and adaptive conditions (Gatmaitan & Brown, 2016). There are several online resources that provide additional information for parents and educators such as Pacer Center (www.pacer.org/ec/ifsp.asp) and Early Childhood Technical Assistance (ECTA) (ectacenter.org). IEP and 504 Plan are developed for children aged from three to 21, respectively for those who receive specific educational services and require additional supports to overcome challenges they face in learning. Spiel, Evans, and Langberg (2014) state that IEP targets children who are in need of a certain accommodation regarding difficulties with education, while 504 Plan is for children with emotional and physical disabilities, having a condition that largely affects their daily activities. The development of both programs is associated with annual evaluations, achieving academic success, identification of measurement tools, and team collaboration between parents and school officials (Spiel et al., 2014). The legal requirements to the mentioned programs vary since they are regulated by different laws. If IDEA ensures proper attention to educational problems of children with disabilities, then Section 504 of the Rehabilitation Act of 1973 prohibits discrimination against people with disabilities as a federal civil rights law. The differentiation of assessment and instructions in IEP is provided by paying attention to parents’ concerns, stating annual academic goals, including guardians into the process, describing the least restrictive environments (LREs), and ensuring team membership. In other words, IEP presents a legal document with all the above components. In its turn, 504 Plan implies some accommodation and assistance for children who may learn in a typical classroom despite their disabiliti