Department of Defense

SPECIAL NEEDS

Parent Tool Kit n Birth to 18
DoD Special Needs Parent Tool Kit Page i

Foreword

The Office of Community Support for Military Families with Special Needs 

is pleased to provide the Department of Defense (DoD) Special Needs 

Parent Tool Kit — Birth to Eighteen. This tool kit provides information and 

resources that will help you improve your quality of life and teaches you how to 

advocate for your child with special needs. Each of the six modules addresses 

issues you are likely to encounter throughout your child’s life. Whether your 

child has been recently diagnosed with a special need, or if you are a parent 

for whom the diagnosis is not new, this tool kit has something for you. The six 

modules of this tool kit include the following information:

 Module 1 — Birth to Age Three

 Module 2 — Special Education

 Module 3 — TRICARE® Health Benefits

 Module 4 — Families in Transition

 Module 5 — Advocating for Your Child

 Module 6 — Resources and Support

This tool kit would not have been possible without the support and 

encouragement of many individuals throughout the military special needs 

community. We are grateful to the product development team, content 

contributors, and reviewers who provided their insight and suggestions for 

content and reviewed the tool kit for accuracy.

No one knows your child better than you do. It is our hope that this tool kit will 

empower you to keep moving forward by providing the tools you need to help 

your child be successful.

i

DoD Special Needs Parent Tool Kit Page iii Table of Contents

Contents

Foreword� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � i

Module 1: Birth to Age Three

Introduction to Module 1� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 1:1

You Think that Your Child Has a Delay or Disability � � � � � � � � � � � � � � � � 1:1

Early Intervention � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 1:4

What Are Early Intervention Services?� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 1:4

How Do I Get a Referral to Early Intervention Services? � � � � � � � � � � � 1:4

Service Coordinators and the Evaluation Process � � � � � � � � � � � � � � � � � � � 1:5

Who Is Eligible for Early Intervention Services? � � � � � � � � � � � � � � � � � � � � � 1:6

The Eligibility Meeting � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 1:6

What if My Child is Not Eligible for Early Intervention Services?� � � 1:6

Individualized Family Service Plan� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 1:7

How Long Does it Take to Get EIS Started? � � � � � � � � � � � � � � � � � � � � � � � � � 1:8

Types of Services � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 1:8

How Are Services Provided? � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 1:9

Transition Planning: What Happens 

When My Child Turns Three? � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 1:9

What if My Child is Not Eligible for School 

Special Education Services?� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 1:10

Your Role as Advocate� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 1:10

Support � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 1:10

For More Information� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 1:10

HOMEFRONTConnections� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 1:11

Parent Training and Information Centers � � � � � � � � � � � � � � � � � � � � � � � � � � � 1:11

National Dissemination Center for Children with Disabilities � � � � � 1:11

Specialized Training for Military Parents Project � � � � � � � � � � � � � � � � � � � 1:11

Module 2: Special Education

Introduction to Module 2� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 2:1

Individuals with Disabilities Education Act � � � � � � � � � � � � � � � � � � � � � � � � � � 2:1

Key Components of the Special Education Process � � � � � � � � � � � � � � � � 2:2

Child Find � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 2:2

Pre-referral Interventions/School Intervention Team� � � � � � � � � � � � � � � � 2:3
Page iv DoD Special Needs Parent Tool Kit 

Procedural Safeguards � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 2:3

Referral � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 2:4

Evaluation� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 2:4

Eligibility � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 2:5

Individualized Education Program� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 2:6

What Is in an Individualized Education Program? � � � � � � � � � � � � � � � � � � � 2:7

Who Attends the Meeting? � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 2:7

Preparing for the Meeting� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 2:8

Managing Emotions � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 2:9

Writing an Effective Plan — Focus on Your Child’s Needs � � � � � � � � � 2:9

Modifications and Accommodations � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 2:10

Related Services � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 2:10

Placement and the Least 

Restrictive Environment � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 2:11

Placement Options � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 2:12

Are You Satisfied with the Individualized Education Program?� � � � 2:12

Finally, You Have a Plan � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 2:13

Annual Review � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 2:13

Triennial Review� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 2:14

What if You Disagree? � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 2:14

Moving with an Individualized Education Program � � � � � � � � � � � � � � � � 2:14

Children Who Transfer Within the Same State � � � � � � � � � � � � � � � � � � � � � 2:14

Children Who Transfer Outside of the State� � � � � � � � � � � � � � � � � � � � � � � � 2:15

Records � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 2:15

For More Information� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 2:15

Department of Defense Education Activity� � � � � � � � � � � � � � � � � � � � � � � � � 2:16

Parenting Advice � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 2:16

Your Rights/Advocacy Information � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 2:16

Module 3: TRICARE® Health Benefits

Introduction to Module 3� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 3:1

TRICARE® � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 3:1

TRICARE® Options for Active Duty Family Members � � � � � � � � � � � � � 3:2

TRICARE® Prime � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 3:2

TRICARE® Prime Remote � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 3:2
Table of Contents

DoD Special Needs Parent Tool Kit Page v

TRICARE® Standard � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 3:3

TRICARE® Extra � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 3:3

Pharmacy Benefit � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 3:4

TRICARE® Benefits for Families with Special Needs � � � � � � � � � � � � � � � 3:4

Case Management � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 3:4

Mental Health Care � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 3:4

Hospice Care � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 3:5

Extended Care Health Option (ECHO)� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 3:5

ECHO Home Health Care (EHHC) � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 3:7

TRICARE® Help and Information � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 3:8

TRICARE® Service Centers � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 3:9

Beneficiary Counseling and Assistance Coordinators/

Health Benefits Advisors � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 3:9

Debt Collection Assistance � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 3:9

Individuals with Disabilities Education Act and TRICARE® � � � � � � � 3:9

For More Information � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 3:10

Extended Care Health Option and Home Health Care� � � � � � � � � � � � 3:10

TRICARE® Benefits � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 3:10

USA.GOV � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 3:10

MilitaryHOMEFRONT � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 3:10

Plan My Move � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 3:11

MilitaryINSTALLATIONS � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 3:11

HOMEFRONTConnections � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 3:11

Module 4: Families in Transition

Introduction to Module 4 � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 4:1

Exceptional Family Member Program � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 4:1

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Page vi DoD Special Needs Parent Tool Kit 

Tell the Children � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 4:5

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Going Overseas: Know Before You Go� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 4:7

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Safety in a New Home and Neighborhood � � � � � � � � � � � � � � � � � � � � � � � � 4:13

Spouse Employment � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 4:14

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Supplemental Security Income and Medicaid � � � � � � � � � � � � � � � � � � � � � 4:21

The Special Needs Trust � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 4:21

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Special Care Organizational Record for Children with 

Special Health Care Needs � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 4:22

Guardianship and Declaration of Incapacitation � � � � � � � � � � � � � � � � � � 4:22

Identification Cards for Adult Children � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 4:22

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For More Information � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 4:23
Table of Contents

DoD Special Needs Parent Tool Kit Page vii

Module 5: Advocating for Your Child

Introduction to Module 5� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 5:1

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Stay Cool, Communicate Clearly � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 5:1

Letter Writing � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 5:2

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The Special Care Organizational Record� � � � � � � � � � � � � � � � � � � � � � � � � � � � � 5:3

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Getting the Referral You Need � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 5:5

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Due Process Hearing � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 5:12

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Revocation of Consent for Services � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 5:13

Helping Your Child Be a Successful Learner� � � � � � � � � � � � � � � � � � � � � � � � 5:13

Take an Active Interest in Your Child’s Daily Life � � � � � � � � � � � � � � � � � � � 5:14

Review Schoolwork � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 5:14

Encourage Curiosity and Motivation � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 5:14

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Teaching Your Child to Self-Advocate � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 5:15

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Page viii DoD Special Needs Parent Tool Kit 

For More Information� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 5:16

Seek Other Parents of Children with Disabilities � � � � � � � � � � � � � � � � � � � 5:17

HOMEFRONTConnections� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 5:17

Find Your State Parent Training and Information Center � � � � � � � � � � 5:17

The National Center on Dispute Resolution in 

Special Education � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 5:17

Books � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 5:17

Module 6: Resources and Support

Introduction to Module 6� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 6:1

Military Community Resources� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 6:1

Family Centers � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 6:1

New Parent Support Program � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 6:2

Family Advocacy Program� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 6:2

Child, Youth, and Teen Programs� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 6:2

School Liaison� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 6:3

Relief Societies � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 6:3

Service-sponsored Websites� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 6:4

Additional Military Resources � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 6:5

MilitaryHOMEFRONT’s Special Needs/

Exceptional Family Member Program Section � � � � � � � � � � � � � � � � � � � � � � 6:5

Military OneSource � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 6:5

Military Youth on the Move � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 6:5

Plan My Move � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 6:6

MilitaryINSTALLATIONS � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 6:6

TRICARE® � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 6:6

Federal, State, and Community Resources � � � � � � � � � � � � � � � � � � � � � � � � � � 6:6

The American Red Cross � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 6:6

Disability.gov � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 6:6

The National Center on Dispute Resolution in 

Special Education � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 6:7

The Supplemental Nutrition Assistance Program and 

Family Subsistence Supplemental Allowance � � � � � � � � � � � � � � � � � � � � � � � 6:7

Medicaid� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 6:7

Medicaid Waivers � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 6:8
Table of Contents

DoD Special Needs Parent Tool Kit Page ix

Medicare � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 6:9

The National Center on Education, Disability, and 

Juvenile Justice � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 6:9

The National Dissemination Center for 

Children with Disabilities � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 6:10

Specialized Training of Military Parents � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 6:10

Supplemental Security Income � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 6:10

Women, Infants and Children� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 6:10
Notes
DoD Special Needs Parent Tool Kit Page 1:1

1

You Think that Your Child Has a 

Delay or Disability

Sometimes, you may wonder if your child is developing like other children. If 

this is your first child, you may think that he or she should be smiling at you 

or starting to sit up or walk. Maybe your friend’s child is already babbling and 

pointing at things. If you have other children, you may have a concern that this

child is not developing like an older brother or sister. 

Although some parents may suspect their child has a delay, sometimes they 

hesitate to ask for help, perhaps hoping that their child will ‘catch up.’ If you 

have any questions or worries about your infant or toddler’s development, it is 

a good idea to make an appointment to talk with your child’s doctor. Be sure 

to share your observations and concerns. Your child may have a disability or 

developmental delay, or may be at risk of having a disability or delay. 

A developmental delay means that an 

infant or young child is developing at 

a slower pace than other children of 

the same age. For example, he or she 

may not be walking or talking like 

most other children. At risk means 

that a child’s development may be 

delayed if extra help or guidance 

is not provided. If your infant or 

toddler is suspected of having a 

delay or disability, additional evaluations or tests may be needed. Your doctor 

may refer you to a medical specialist or consultant. When there is a concern 

about development, it is also possible to find out if your child is eligible for Early 

Intervention Services (EIS). 

Birth to Age Three

Introduction to Module 1 Introduction

Many parents wish their children came with instruction booklets. For 

parents of a child with a special need, this feeling may be magnified. As 

you learn about your child’s disability and interact with medical and educational 

professionals, remember that you are the expert on your child. Although you may 

feel overwhelmed by the challenges you face and may have many questions, no 

one knows your child as well as you do. Use this module as a guide to help find 

solutions for your problems and answers to your questions. You are not alone.
Page 1:2 DoD Special Needs Parent Tool Kit

“The first few 

years after the 

diagnosis, I 

was struggling 

with the dire 

predictions, 

but I can see now 

that we are going 

to be fine.”

Louise, mom to 

son with autism, 

Quantico, VA

Some Parents Feel ...

parent

to parent

Denial

Denial is a natural reaction 

to any loss. Like other new 

parents just learning that they 

have a child with a disability or 

serious illness, there is an initial 

sense of loss when you consider 

that your dream of having a 

normal, healthy child may be 

unattainable. When you receive 

your child’s diagnosis, you 

may feel you need to get a 

second opinion.

Anger

When you find out that the 

healthy child you had planned for 

has a disability, you may experience anger as another natural 

reaction. While you are entitled 

to feel angry—and may be asking, “Why me? Why my child?”—

keep in mind that many parents 

are able to use their anger to 

energize themselves to get 

the best possible services for 

their child. 

Anxiety and Fear

Coping with a child who has a 

disability or is chronically ill can 

be exhausting and confusing. 

Worries about the future and 

your own ability to be a good 

parent are common.

Guilt

It is not unusual for parents to 

blame themselves for having 

done or not done something that 

caused their child’s impairment. 

This can be especially difficult for 

mothers who may look back on 

their pregnancy and wonder if 

something they did caused their 

child’s disability or illness.

Sorrow

Sadness and disappointment 

are inevitable as you realize 

that the future you had 

envisioned for your child might 

never materialize. Grief is a 

natural reaction.

Acceptance and Hope

The roller coaster ride starts to 

level out eventually. Your child still 

has special needs, but you have a 

greater understanding of his or her 

condition and you realize that you 

can take good and loving care of 

your child. You realize that while 

your child may not be typical, he 

or she is loving and lovable.
DoD Special Needs Parent Tool Kit Page 1:3

Module 1 | Birth to Age Three

What Can I Do?

Learn about Your 

Child’s Condition

■ Search your library and the 

Internet for information on 

your child’s condition. 

■ Ask your doctor any 

questions you have about 

your child’s condition.

■ Write down questions you 

have as you go through 

your day.

■ If you do not understand 

something, do not be 

embarrassed to say so. 

■ Visit the Military OneSource 

online library for disabilityspecific books at www.

militaryonesource.com.

Connect with 

Other Parents

Realize that you are not alone.

The installation’s Exceptional 

Family Member Program (EFMP) 

can help you connect with 

military families who have faced 

similar challenges. 

To find the closest EFMP, go 

to www.militaryinstallations.

dod.mil.

Contact 

The STOMP Project

The Specialized Training of 

Military Parents (STOMP) Project 

is a valuable resource for military 

families. You will find support 

and advice regardless of the 

special challenges your child 

may face.

Join the discussion boards and 

correspond with other parents 

of children with special needs at 

www.stompproject.org or call 

(800) 5-PARENT.

Seek Out Your State 

Parent Training and 

Information Center

Every state has Parent Training 

and Information (PTI) Centers. 

PTI Centers serve families with 

children with all disabilities and 

can help you obtain appropriate 

educational services for your 

child. PTI Centers train parents 

and professionals and can help 

resolve problems between 

schools and families.

To find a PTI Center in your state, 

go to www.militaryhomefront.

dod.mil/tf/efmp/resources. Click 

on “State Resources” and choose 

the link for your state.
Page 1:4 DoD Special Needs Parent Tool Kit

Overseas, 

the military 

departments 

provide EDIS by

geographic area

(e.g., the Navy

is responsible

for providing

services to all

eligible children

in mainland Japan

and Okinawa).

Early Intervention 

What Are Early Intervention Services?

Early Intervention Services (EIS) are usually described as special services to 

meet the needs of infants and toddlers, from birth through age two, who have 

a developmental delay or disability, and their families. These special services 

and supports help a child grow and develop, and are provided in the ‘natural 

environment,’ where the child and family lives and learns. 

In 1986, Congress recognized the importance of getting help for young children 

with special needs and their families, and amended the Education for All 

Handicapped Children Act of 1975. This amendment ensures that children with 

an eligible disability or developmental delay will not have to wait until they are 

school-age to receive needed services and family supports. Today, Part C of the 

Individuals with Disabilities Education Act (IDEA) requires that all fifty states 

and jurisdictions, as well as the Department of Defense (DoD), have a system of 

EIS for all children with disabilities from birth until they turn three years of age. 

State systems use the term “Part C” when referring to EIS. “Part C” refers to a 

specific section of the IDEA related to EIS. Each state has one agency, or lead 

agent, in charge of the early intervention system. The lead agent may be the state 

department of education, the health department, or another designated agency. 

For more information about the IDEA, go to http://idea.ed.gov. A list of state 

lead agencies can be found at www.nectac.org/contact/Ptccoord.asp.

Usually, military families receive EIS from state-based agencies. However, 

at military locations in the United States served by Department of Defense 

Education Activity (DoDEA) schools, the military medical departments provide 

EIS through Educational and Developmental Intervention Services (EDIS). 

EDIS program locations can be found on the MilitaryINSTALLATIONS 

website at www.militaryinstallations.dod.mil.

How Do I Get a Referral to Early

Intervention Services? 

If your doctor has concerns about your child’s development, you may be 

referred to an EIS point of contact in your community. EIS is responsible 

for conducting developmental screenings and evaluations to determine if a 

child is eligible for services. These developmental screenings are part of Child 

Find activities. 

Child Find is a coordinated process of public awareness activities, 

developmental screenings, and evaluations. These community activities are 
DoD Special Needs Parent Tool Kit Page 1:5

Module 1 | Birth to Age Three

To find the early 

intervention 

program in your 

area, you can 

call The National 

Dissemination 

Center for 

Children with 

Disabilities at 

(800) 695-0285.

designed to locate, identify, and refer babies or young children with a delay or 

disability, and their families, who are in need of EIS as early as possible. This 

Child Find screening, or evaluation, to determine if your child may be eligible 

for EIS is provided at no cost to you. For information about Child Find, visit 

www.childfindidea.org. 

Even if your doctor does not refer you to an EIS program, you can contact EIS 

yourself and explain that you are concerned about your child’s development. State 

points of contact can be found at www.nectac.org/contact/Ptccoord.asp. 

Additional parent resources are available at www.taalliance.org.

If you are located overseas or living at a military installation served by a DoDEA 

school, you may contact the EDIS program or local Exceptional Family Member 

Program (EFMP) for assistance. 

Service Coordinators and the Evaluation Process

Once you have contacted your EIS program and your child is referred for services, 

a service coordinator is assigned to assist you. Usually, your child will receive a 

developmental screening to determine if a comprehensive evaluation is needed. 

Your service coordinator is your point of contact to discuss results and to begin 

planning services if your child is found eligible. 

A comprehensive multidisciplinary evaluation is completed in order to find 

out about your child’s strengths, delays, or challenges, and whether your child 

is eligible for EIS. Multidisciplinary means that qualified professionals who 

have different areas of training and experience are involved in completing 

your child’s evaluation. The evaluation of your child’s abilities usually 

consists of an interview with the parent or caregiver to discuss concerns 

about your child’s development, as well as their likes and dislikes. A review 

of your child’s medical and developmental history, current health status, and 

developmental assessments are also discussed. In order to determine your 

child’s developmental status, five areas are evaluated:

■ adaptive/self-help, such as eating, dressing, and toileting 

■ social/emotional development, such as playing and relating to others 

■ communication, such as talking, listening, and understanding

■ physical development, such as reaching, rolling, crawling, and walking

■ cognitive development, such as thinking, learning, and solving problems

Your family’s resources, priorities, and concerns are also identified. This 

information helps determine which supports and services will meet your child’s 

developmental needs.
Page 1:6 DoD Special Needs Parent Tool Kit

Your service 

coordinator will 

work with your 

family to ensure 

that the proper 

assessments are 

performed and 

that the services 

in the IFSP are 

carried out. He 

or she will also 

assist you with 

the transition out 

of EIS when your 

child reaches the 

age of three.

Who Is Eligible for Early Intervention Services?

In order to participate in EIS, children must meet IDEA eligibility guidelines 

for services to infants and toddlers. An infant or toddler, from birth through age 

two, may be eligible for services if he or she meets the following criteria: 

■ has a diagnosed condition, which is likely to result in a developmental delay

■ has a developmental delay in one or more of the following areas: adaptive/

self-help skills, social/emotional development, communication, physical 

development (including vision and hearing), or cognitive development as 

measured by appropriate assessments, procedures, and criteria

■ is considered to be at high risk of developing a delay if EIS are not provided

Each state sets EIS eligibility guidelines to meet IDEA standards. Eligibility 

for EIS varies from state to state due to differences in state definitions 

of developmental delay and lists of conditions that are likely to result in 

developmental delay. Children who are eligible for services in one state may 

not be eligible in another state. Additionally, some states provide EIS for 

infants and toddlers who are at risk of developmental delay and for their 

families. For information on the definition of disability under the IDEA and 

eligibility criteria for early intervention in your state, contact your state’s 

Part C coordinator at www.nectac.org/contact/Ptccoord.asp.

The Eligibility Meeting

After assessments are complete and all of the additional information is gathered, 

an eligibility meeting is held. You and your service coordinator will determine 

the timing of this meeting. This meeting allows you to discuss the evaluation 

results with the professionals involved in your child’s evaluation. The evaluation 

results are compared with the eligibility criteria to determine if your child 

is eligible for EIS. You will have an opportunity to ask questions and voice 

your concerns. 

What if My Child is Not Eligible for 

Early Intervention Services?

If your child is not eligible to receive EIS and you still have concerns about his or 

her development, it is important that you make an appointment with your child’s 

doctor to discuss your continuing worries. There may be other resources available 

for support and assistance.
DoD Special Needs Parent Tool Kit Page 1:7

Module 1 | Birth to Age Three

The eligibility 

meeting 

determines 

your child’s 

eligibility 

for services.

Individualized Family Service Plan

If your child is found eligible to receive EIS, you, your service coordinator, and 

other members of your support team will meet to develop an Individualized Family 

Service Plan (IFSP). This plan will identify your child’s current developmental 

levels, results that you would like to see your child achieve, and services and other 

supports that will assist you and your child in achieving those outcomes.

It is important for the early intervention service providers and family to 

understand that the best way to meet a young child’s needs is to support and 

build upon the strengths of the family. EIS supports the family’s needs relative 

to their child’s functioning within day-to-day routines and activities (i.e., their 

natural environment).

The IFSP includes the following:

■ information about your family resources, priorities, and concerns 

■ outcomes, or results, that your child and family are expected to achieve 

■ what service is needed 

■ how often the service will be provided

■ number of sessions and how long each session will last

■ where the sessions will take place

■ how the service will be delivered (e.g., individual, consultation)

■ a statement about the natural environment where the services will 

be provided

■ the name of the service coordinator who will help coordinate and obtain 

the services

■ a transition plan for moving out of EIS as your child approaches age three

The IFSP is a family plan with the parents 

as key contributors in its development. 

The involvement of other EIS team 

members depends on what the child and 

family need to support the child’s growth 

and development. 

Families will review this document with 

their child’s service coordinator regularly 

to be sure that there is progress towards 

meeting IFSP outcomes and to revise or 

update the plan as needed.

The Individualized Family Service 

Plan is intentionally familyfocused. Its purpose is not only 

to address the needs of the 

child, but to aid the family in 

their efforts to support and 

encourage their child.

d

id you kno

w

?
Page 1:8 DoD Special Needs Parent Tool Kit

How Long Does it Take to Get EIS Started?

The IDEA mandates timely access to EIS. Your child’s IFSP should be developed 

within forty-five days of your first contact with the EIS program. This means that 

the comprehensive evaluation is complete, the eligibility meeting is held, and the 

IFSP is developed within forty-five calendar days. 

Types of Services

The IFSP defines what type of services will best support your child’s and family’s 

needs. It may include services and support related to the following:

■ service coordination (refers to the on-going activities carried out by a 

service coordinator to assist and enable the family to receive information 

regarding their rights, procedural safeguards, and EIS)

■ family training, counseling, and home visits

■ special instruction

■ speech-language pathology services (i.e., speech therapy) 

■ audiology services (i.e., hearing impairment services) 

■ occupational therapy

■ physical therapy 

■ psychological services 

■ medical services (only 

for diagnostic or 

evaluation purposes) 

■ health services (needed to 

enable your child to benefit 

from the other EIS)

■ social work services

■ vision services

■ assistive technology devices 

and services 

■ transportation

■ nutrition services 

Child development research 

shows that the rate of human 

learning and development is 

most rapid in the preschool 

years. If the most teachable 

moments or stages of greatest 

readiness are not taken 

advantage of, a child may have 

difficulty learning a particular 

skill at a later time.

d

id you kno

w

?
DoD Special Needs Parent Tool Kit Page 1:9

Module 1 | Birth to Age Three

Parents know 

their children best 

and can share 

vital information 

about their daily 

activities, which 

can assist in the 

early intervention 

process.

How Are Services Provided?

EIS are required by law and are available throughout the fifty states, United 

States territories, and DoD locations where there is a DoD school. EIS providers 

may include therapists, child development specialists, social workers, or other 

professionals from a variety of agencies. The providers work together with 

families on IFSP outcomes to meet the needs of your child and your family. EIS 

may be provided by a single provider, supported by a team of specialists, or by 

varied providers coordinating their services so that you and your child are not 

overwhelmed. To the maximum extent possible, the services are to be provided 

where your child lives and learns, meaning with his or her family and caregivers 

in the home, day care, at the park, or maybe even at the store. 

Transition Planning: What Happens 

When My Child Turns Three?

Usually six months before your child turns three, your service coordinator and 

EIS providers will begin to talk with you about options for services that may be 

available for your child after his or her third birthday. For some children, EIS is 

all that is needed and no further services or supports will be provided. 

Before your child began EIS, your child had to be eligible to receive those 

services. Your child had to meet state/program eligibility criteria consistent 

with the IDEA. The same holds true once your child turns three and is being 

considered for school special education services. Your child must meet the state 

criteria in order to be eligible for services and support. 

Some children may need continued services during their preschool years and 

beyond and will transition to school special education services as regulated 

by Part B of the IDEA. If your child is eligible for special education services 

provided by the local education agency, you will be part of the special education 

team, which determines the services provided based on your child’s individual 

needs and abilities. 

When you are involved in planning your child’s transition out of EIS, there 

are often many forms to complete, 

evaluations to arrange, and meetings to 

attend. As a result, you may have many 

questions about your child’s eligibility, 

options, future needs, or possible 

services. Your service coordinator 

may be able to answer some of your 

questions or put you in contact with 

those who can address your concerns. 

For additional information, visit

www.nichcy.org/babies/transition.

Parents may choose the natural 

environment in which the child 

will receive services. This may be 

at home, in a preschool setting, 

or at another location.

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Page 1:10 DoD Special Needs Parent Tool Kit

“I started to feel 

better when I 

realized that 

asking for help 

didn’t mean I 

wasn’t a good 

enough mom.” 

Karen, mom to 

daughter with 

Down syndrome 

and sensory 

integration 

dysfunction, 

Ft. Lewis, WA

What if My Child is Not Eligible for 

School Special Education Services?

If your child does not meet the eligibility criteria for school special education services, 

it means that your child’s growth and development is now more like other children 

his or her age. If you still have concerns about your child’s progress or development, 

or would like additional information and support, your EIS service coordinator can 

provide you with information about additional resources in your community. 

Your Role as Advocate

The law gives parents the right to participate as part of the IFSP team to 

determine which early intervention and educational services and supports will 

allow their child to grow and learn. How can these rights be used to benefit your 

child? For detailed information about how to become an advocate for your child, 

see Module 5, Advocating for Your Child.

Support 

Service members and families have many groups and agencies to turn to for 

help with their child. Take advantage of available resources. Remember you are 

not alone and knowledgeable people are ready and waiting to help. Module 6, 

Resources and Support, provides lists of contacts, ways to connect with support 

groups, and other sources of help and information.

For More Information

For information about infant and 

toddler development and developmental 

milestones, visit the following websites:

■ www.nncc.org/Child.Dev/

mile1.html

■ www.MilitaryOneSource.com/

birthtotwo

■ www.aap.org

parent

to parent
DoD Special Needs Parent Tool Kit Page 1:11

Module 1 | Birth to Age Three

Read or download the other modules of this Parent Tool Kit at www.military

homefront.dod.mil/tf/efmp: 

■ Module 2, Special Education

■ Module 3, TRICARE® Health Benefits

■ Module 4, Families in Transition

■ Module 5, Advocating for Your Child

■ Module 6, Resources and Support 

For parents of babies and toddlers with a developmental delay or disability, the 

following resources are especially helpful.

HOMEFRONTConnections

HOMEFRONTConnections, a DoD social networking site, provides a 

secure place where military family members with special needs can meet 

and interact online to share experiences, post pictures and videos, write 

blogs, and create discussion boards. Join an existing group or create your 

own. Visit HOMEFRONTConnections at https://apps.mhf.dod.mil/

homefrontconnections.

Parent Training and Information Centers

Each state has a minimum of one PTI Center designed to serve families of 

children and young adults from birth to age twenty-two with disabilities. 

Centers may provide information, training, referrals, and advocacy services to 

assist parents in obtaining needed resources within their communities. To locate 

the PTI Center in your state, visit www.militaryhomefront.dod.mil/tf/efmp/

resources. Click on “State Resources” and choose the link for your state.

National Dissemination Center for Children 

with Disabilities

The National Dissemination Center for Children with Disabilities (NICHCY) 

is funded by the Department of Education and offers a wealth of information, in 

both English and Spanish, on disabilities in children and youth. To learn more 

about EIS for infants and toddlers and specific disabilities, visit their website at 

www.nichcy.org.

Specialized Training for Military Parents Project

The STOMP Project is a PTI Center dedicated to educating and training 

military parents of children who have special education or health care needs. 

STOMP assists military families by providing information, support, and advice. 

Visit STOMP at www.stompproject.org.
Notes
DoD Special Needs Parent Tool Kit Page 2:1

2

Individuals with Disabilities 

Education Act 

The Individuals with Disabilities 

Education Act (IDEA) is the special 

education legislation that guides school 

systems throughout the United States, 

its territories, and the Department of 

Defense (DoD) in educating children 

with special needs. Part B of the IDEA 

establishes the educational requirements 

for children with a disability from ages 

three to twenty-one, and defines six 

principles school systems must meet:

1. Free and appropriate public education (FAPE) — providing an education at 

public expense, under public supervision and direction

2. Appropriate evaluation — gathering the information necessary to help 

determine the child’s educational needs and to guide decision making about 

appropriate educational programming for the child

3. Individualized Education Program (IEP) — creating a written statement of the 

educational program designed to meet the individual needs of a child with 

a disability 

4. Least restrictive environment (LRE) — providing a setting where a child with 

a disability can receive an appropriate education designed to meet his or her 

special needs while ensuring the child is only separated from his or her nondisabled peers when the nature of the disability is such that the child cannot 

achieve satisfactory progress in a general education classroom, even with 

supplementary aids and supports

Y our child may have an identified disability, or you may suspect your child 

has a learning disability and are unsure of what to do next. Learning 

how to navigate the special education system can be difficult for any family 

but can be an even greater challenge for military families whose educational 

environments are constantly changing. For a child in a military family where 

homes, schools, and neighborhoods frequently change, parents are the constant 

factor. As you learn the system and interact with professionals, remember that 

you are the expert on your child and that no one else has greater knowledge of 

or interest in your child.

Introduction to Module 2 Introduction

Special Education
Page 2:2 DoD Special Needs Parent Tool Kit 

5. Opportunities for meaningful participation — providing opportunities 

for parents and students, when appropriate, throughout the special 

education process

6. Procedural safeguards — ensuring the rights of the child and of the child’s 

parents are protected, and establishing clear steps to address disputes

The IDEA ensures that all children with special needs have access to a FAPE; 

that the rights of the child and of the child’s parents are protected; and that 

teachers and parents have the necessary tools to help the child meet his or her 

educational goals and to assess the child’s progress. For more information about 

the IDEA, go to http://idea.ed.gov.

Key Components of the Special Education Process

When a child is having trouble in school, it is important to find out why. The 

special education process, depicted in Figure 2-1, is the process by which children 

are identified as having a disability and in need of special education and related 

services. Each key component of the process is discussed in more detail beginning 

on page 2:4.

Child Find

Child Find is the on-going process used by states and the DoD to identify 

children and youth from birth through twenty-one who may be eligible to 

receive special education and related services because they have developmental 

delays or disabilities. All schools must conduct an awareness campaign as part 

of Child Find to inform the public that every child with a disability is entitled 

to a FAPE designed to meet the child’s individual needs.

If you are concerned about your child, contact your child’s school to request 

information about Child Find and, if needed, to schedule a screening. The Child 

Find screening may lead to a formal referral of your child to the school’s special 

education committee for evaluation of a suspected disability.

Special Education Process

Referral Evaluation Eligibility

Meeting IEP Placement Instruction Annual Review

 Triennial 

Review

Figure 2-1: Special Education Process
Module 2 | Special Education

DoD Special Needs Parent Tool Kit Page 2:3

Your school 

system must 

communicate with 

you in a way you 

can understand. 

If English is a 

second language 

for you, the school 

will attempt 

to provide 

information in your 

native language.

Pre-referral Interventions/

School Intervention Team

If you feel your child is having trouble reaching his or her educational goals, 

you should contact and then meet with your child’s teacher to discuss your 

concerns. Meeting with the teacher provides an opportunity to explore 

strategies to help your child be more successful in school. In addition, an 

intervention team at your child’s school may be asked to review your concerns 

and make additional suggestions about procedures and practices your child’s 

teacher can implement to address any difficulties he or she is having in 

the classroom.

School intervention teams have many names such as School Assistance Team, 

Student/Staff Support Team, Student Intervention Team, or Problem-Solving 

Team. The focus of the team is to provide support for struggling students by 

working with the teacher and other providers to identify the child’s areas of 

weakness, and design interventions to increase his or her chances for success. If 

these interventions are successful, a formal referral for special education is not 

needed; a referral to the school’s special education committee may be made if 

the child does not progress. 

Procedural Safeguards

Procedural safeguards are a set of requirements included in the IDEA 

establishing the educational rights and responsibilities for children with 

disabilities and their parents. The safeguards are the foundation for ensuring 

the provision of a FAPE to children 

with disabilities.

The IDEA requires that parents be 

included in every step of the special 

education process. Procedural 

safeguards must be in place to ensure 

that parents

■ participate in meetings related 

to the child’s evaluation and 

educational placement;

■ provide written consent before 

the child is evaluated; 

■ have access to evaluation results;

■ provide input about their child’s 

growth and development;

Every state has a Parent Training 

and Information Center and 

a Protection and Advocacy 

Agency. These two organizations 

will help you learn how to 

advocate for your child within 

the public school system. If you 

have a concern, do not hesitate 

to contact these agencies. To 

locate your state agencies, visit 

www.militaryhomefront.dod.mil/

tf/efmp/resources and 

www.napas.org.

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Page 2:4 DoD Special Needs Parent Tool Kit 

Prior to the 

evaluation, you 

may want to 

talk to a trusted 

friend about how 

you feel about 

the evaluation 

process. Write 

down any 

questions or 

concerns you have 

and contact the 

evaluator, or ask 

at the evaluation 

conference.

■ have access to school representatives so they can question any results 

they may disagree with;

■ provide consent for the provision of special education and related services; 

■ have an opportunity to examine the child’s records; and

■ are provided prior written notice before the school takes or refuses a 

specific action.

Referral 

A referral to the special education committee is the formal first step in the special 

education process. A parent, the child’s teacher, another teacher, a health care 

provider, or other provider familiar with the child who notices a lack of progress 

or signs of physical or behavioral challenges that interfere with learning can 

initiate a referral. Generally, the referral is submitted in writing and most schools 

have a specific referral form. 

After a referral is made, a special education committee meets to determine if 

the child needs a full and comprehensive evaluation. If the special education 

committee decides an evaluation is needed, the school will request the parent’s 

permission, in writing, to evaluate the child. A child cannot be evaluated 

without written parental consent. 

Evaluation

The evaluation is a series of tests and procedures the school system uses to identify 

a child’s areas of strength and weakness, and to determine a child’s eligibility 

for special education services. The evaluation must use a variety of assessment 

tools and strategies to gather relevant functional, developmental, and academic 

information about the child, including information provided by the parents. When 

conducting an initial evaluation, providers complete a comprehensive assessment 

of the suspected disability and the child’s educational performance and needs. The 

evaluation provides insight into the factors that may be interfering with the child’s 

educational success.

A child’s functioning in the following areas may be assessed:

■ academic — current level of performance in the areas of reading, 

mathematics, language arts, and general information

■ cognitive — intellect (ability to reason, remember, and understand)

■ behavioral — ability to pay attention, the quality of the child’s relationships 

with children and adults, and the child’s behavior at home, school, and in 

other settings

■ physical — vision and hearing acuity
Module 2 | Special Education

DoD Special Needs Parent Tool Kit Page 2:5

The evaluation 

conference and 

the eligibility 

meeting can 

take place at 

the same time.

■ developmental — progress in areas such as understanding and responding 

to language, social and emotional levels, mobility, and ability to organize 

■ speech and language — receptive language (understanding what is heard) and 

expressive language (making oneself understood by others)

A review of existing data is another source of information used during the 

evaluation process to help the team understand the child’s strengths and needs. 

The review of existing data includes the child’s classroom work, performance on 

state and district assessments, information provided by the parents, observations 

by the teacher, and data from other sources. 

The IDEA requires that the school system have procedures in place that ensure

■ the evaluation is appropriate for the child and the child’s suspected 

disability, and is without cultural bias, and that 

■ the assessment is given in the language the child is most comfortable with, 

whenever possible.

You know your child and it is important that you share your insight about your 

child. In fact, without your input, the school cannot have a complete picture 

of your child’s personality and capabilities. Sometimes talking to teachers and 

professionals about your child’s areas of weakness may be uncomfortable; however, 

without your perspective, the school system cannot fully understand your child and 

help him or her overcome or minimize areas of delay. 

Remember, parental consent for an 

evaluation is not consent for a child to 

receive special education services. The 

school must have an informed consent 

before providing services. 

Eligibility

After the evaluation is completed, a 

meeting with the parents and members 

of the special education committee 

is scheduled. The purpose of the 

meeting is to review the results of the 

assessment, to compare the evaluation 

results with the definitions of various 

disabilities defined in the IDEA, and to 

determine if your child has a disability 

that qualifies him or her for special 

education and related services. 

The initial evaluation for 

special education must be 

completed within sixty days 

of parental consent, unless 

your state has established a 

different time frame. 

• 

Assessments are selected to 

measure the child’s specific 

educational needs and strengths. 

• 

The evaluation must consist 

of a variety of tools. No single 

measure can determine if a child 

is eligible for special education.

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Page 2:6 DoD Special Needs Parent Tool Kit 

“I wish I had 

known from 

the beginning 

that being 

assertive doesn’t 

necessarily mean 

being a witch. 

You really do 

catch more 

flies with honey 

than you do 

with vinegar.”

Adriana, mom 

to daughter 

with Down 

syndrome and 

visual impairments, 

Ft. Huachuca, AZ

A child’s eligibility for special education and related services is based on 

established criteria. The IDEA identifies thirteen disability categories under 

which a child may be determined to be a child with a disability. The following 

disabilities qualify children who, because of their disability, require special 

education to benefit from their educational program: 

■ intellectual disability

■ hearing impairments (including deafness) 

■ visual impairments (including blindness)

■ deaf/blindness 

■ speech-language impairments 

■ emotional disturbance 

■ autism spectrum disorders

■ traumatic brain injury 

■ orthopedic impairments

■ specific learning disabilities

■ developmental delays (typically for children between three and nine 

years of age)

■ other health impairments

■ multiple disabilities

Although each state, as well as the DoD, has its own categories and definitions 

for these disabilities, they must all follow IDEA regulations.

Individualized Education Program

If your child is determined to be a child with a disability under the 

IDEA and needs special education and related services, you and the 

school will develop an IEP. The IEP is a written plan outlining the specially 

designed instruction, including 

related services, required for your 

child to succeed in his or her 

education program. Although 

some states may have different 

timelines, IEPs are typically developed 

within thirty calendar days after it 

is determined that your child has a 

disability requiring special education 

and related services as listed in 

parent

the IDEA.

to parent
Module 2 | Special Education

DoD Special Needs Parent Tool Kit Page 2:7

The presence of 

a disability does 

not automatically 

qualify a child for 

special education 

services under 

the IDEA. The 

need for such 

services must be 

supported by the 

evaluation 

of the child.

Be actively involved in the IEP meeting to identify your child’s annual needs, 

services and goals. 

What Is in an Individualized Education Program?

By law, the IEP must include the following information about the child and the 

educational program designed to meet his or her unique needs:

■ a description of the child’s current level of academic achievement and 

educational performance

■ annual goals that the child can reasonably accomplish in a year

■ special education and related services to be provided to the child

■ the extent to which your child will participate with children 

in general education classes or school activities

■ what modifications, if any, will be made in state- and district-wide 

tests; if it is determined that your child’s participation in these tests is 

inappropriate, the IEP must explain why and must describe an alternate 

form of testing

■ dates for when services will begin and end, and where services will 

be provided

■ transition services needs for children over sixteen years of age (or younger, 

if appropriate), outlining the courses he or she needs to take to reach his or 

her post-secondary goals

■ a description of how the child’s progress will be measured and how progress 

will be reported to the parents

In addition, your child must be informed of any rights that may transfer to him 

or her one year before reaching the age 

of majority at eighteen.

Who Attends 

the Meeting?

The following people must attend the 

IEP meeting: the parent, a teacher from 

the child’s general education class (if the 

child is or will be in a general education 

classroom), a special education 

teacher, and an administrator who is 

knowledgeable about special education 

and the general curriculum and who 

can also commit school resources. 

Sometimes, specialists and other 

educators attend. It may be appropriate 

Checklist for Eligibility 

and IEP Meetings

3 A list of questions you have

developed over time

3 Copies of prior evaluations

3 Records from Early Intervention

Services, if your child participated

3 Pertinent medical reports,

if appropriate

3 Paper and pen to take notes

3 A friend or family member for

moral support if needed
Page 2:8 DoD Special Needs Parent Tool Kit 

for the child to attend, especially as 

parents begin to plan their child’s 

post-secondary transition. 

As a parent, you bring a very important 

perspective to the IEP meeting. You 

know your child and your knowledge 

helps the school create an IEP that 

will work best for your child. You may 

bring a family member or a friend to 

the meeting. It is a good idea to explain 

this person’s role during the meeting 

(e.g., another viewpoint on the child, 

moral support, and/or another set of 

eyes and ears).

Preparing for 

the Meeting

At your child’s IEP meeting, the 

school will discuss areas of concern 

and develop annual goals based on 

your child’s identified strengths and 

current skills. The IEP will include 

strategies the school will use to 

determine whether your child has 

made progress in reaching those goals. 

Suggestions for Organizing 

an IEP Notebook

Supplies:

3 Three ring notebook

3 Three hole punch

3 Highlighter

3 Sticky notes

3 #10 envelopes

3 Stamps

3 Dividers for binder

3 Calendar

3 Phone log

1. Request a complete copy of your child’s 

school records. See the form letter on

page 2:19.

2. Start a photo record of your child by adding

a school picture to the record each year.

3. Label dividers and organize information in

the following way:

n Assessments

n Individualized Education Program

n Report cards/interim reports

n School health records, immunizations

n Discipline records

n Calendar

n Phone log

n Correspondence to the school system

n Correspondence from the school system

n Addresses

n Name and contact information

for service providers and agencies

The Individualized Education 

Program cannot be a general 

statement about what your child 

should accomplish in a year. It 

must be a detailed document 

that identifies your child’s areas 

of need and describes how the 

school will meet these needs, 

the time frame involved, and 

the method that will be used to 

measure your child’s progress.

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Module 2 | Special Education

DoD Special Needs Parent Tool Kit Page 2:9

When talking 

to school staff, 

you will be most 

successful when 

you keep your 

cool, stay positive 

and clear about 

your goals, and 

keep the focus 

on meeting your 

child’s needs.

To prepare for this IEP meeting and future meetings, it is a good idea to take a 

little time to organize your child’s school records. Many parents create an IEP 

notebook, which is kept up to date with copies of past evaluations, past IEPs, 

and correspondence with the school. If creating a notebook seems overwhelming 

right now, be sure to have a designated folder for all special education paperwork 

until you have time to create a notebook. 

If the school presents you with a completed IEP before the meeting, consider it a 

draft and refer to it during the meeting. Keep in mind that you have the right to 

participate in the development of your child’s IEP. 

Managing Emotions

All parents want the best possible education for their children and it can be 

distressing to realize a child needs special education services to progress in the 

education program. 

As you walk into the meeting that determines your child’s eligibility for 

special education services, be aware of your emotions. You may be feeling 

worried, nervous, or even defensive. Try to put these feelings aside in this 

and subsequent meetings. 

Focus on goals you have for your child. Be a good listener and let the other 

meeting participants know you understand their perspective. Acknowledging 

their perspective does not mean you agree with them. 

If someone says something you do not understand, either about your child or 

the procedures used to determine eligibility for special education services, do 

not hesitate to ask for clarification. You are absorbing so much and it can be 

overwhelming. If you still do not understand, ask again. 

Write down your thoughts about your child before going into the meeting. 

Include what you know about your child’s learning style and other information 

that may be helpful to the team. The information you provide about your child 

will be included in the evaluation record. 

Writing an Effective Plan — Focus on Your 

Child’s Needs

This is another time when emotions can run high because your child’s education is 

so important. Remember to keep the focus on your child’s needs. When possible, 

have educational options for your child already in mind. If you feel resistance to 

your ideas, suggest trying a new idea for eight weeks to see how it works. Look 

for common ground and be sure the others in the room know you are trying to 

understand their point of view. Remember that a pleasant attitude often makes the 

meeting more productive. Be sure to thank those who have been helpful. 
Page 2:10 DoD Special Needs Parent Tool Kit 

“I never go in 

there alone. The 

most productive 

IEP meetings 

have been the 

ones where I have 

had the necessary 

moral support.” 

Isabel, mom to 

son with autism, 

Quantico, VA

Modifications and Accommodations

For many children with a disability, appropriate accommodations and modifications 

made to his or her instruction and other classroom activities can make the learning 

experience more successful. Accommodations and modifications are based on 

the individual needs, learning style, and interests of the child. They provide the 

child with the tools necessary to access the general curriculum and other learning 

materials and activities, and to demonstrate what he or she has learned.

Modification is a change in what is being taught to or expected from the child. 

Making an assignment easier so the child is not doing the same level of work as 

other children is an example of modification.

Accommodation is a change that helps a child overcome or work around the 

disability. Allowing a child who has trouble writing to give his or her answers orally 

is an example of an accommodation. The child is still expected to know the same 

material and answer the same questions as fully as the other children, but he or she 

does not have to write answers to show he or she knows the information.

Related Services 

To help your child benefit from special education, he or she may receive related 

services. Related services are specific support services provided to children with 

disabilities to help them be successful in their instructional programs. A child’s need 

for these related services is assessed through the evaluation process and involves 

providers who have specialized knowledge in a specific area. The special education 

committee determines whether your child needs a related service based on the 

evaluation results. Any such services will be included in the IEP.

Related services are provided at no cost to you and may include, but are not 

limited to, the following:

■ assistive technology device — any piece of equipment that improves a 

child’s ability to communicate, to be independent, and to learn (e.g., 

an augmentative communication board or computer software)

■ assistive technology service — 

any service that directly 

assists the child in the selection, 

acquisition, or use of an assistive 

technology device 

■ audiology — services to identify 

children with hearing loss 

and to help with language 

improvement, speech, lip 

reading, conversation, or the 

parent

appropriate use of hearing aids

to parent

The school may bring a draft 

Individualized Education 

Program to the meeting. The 

draft is the starting point for 

discussions about the school’s 

plan to provide services 

to help your child. 

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Module 2 | Special Education

DoD Special Needs Parent Tool Kit Page 2:11

Inclusion refers 

to the schools 

intent to educate 

students with 

disabilities in a 

regular classroom 

whenever 

possible.

■ counseling — to improve a child’s behavior, self-control, and self-esteem

■ medical — evaluative, diagnostic, therapeutic, and supervisory services 

provided by a licensed and/or credentialed physician 

■ occupational therapy — activities focused on fine motor skills, such 

as writing, sorting, eating, and other skills that assist in improving 

daily life

■ orientation and mobility — services provided to blind or visually impaired 

children to enable them to attain orientation to and safe movement within 

their environments in school, at home, and in the community

■ parent counseling and training — services to help parents understand how 

their child is developing

■ physical therapy — activities focused on gross motor functioning (i.e., large 

body movements like sitting, standing, and moving)

■ psychological — services to assist children and adolescents in their 

learning, growth, and development by providing supportive services to help 

them meet academic and emotional changes 

■ rehabilitative counseling —independence training, employment 

preparation, vocational training, and integration into the workplace

■ school health services — nursing services necessary to assist a child in 

benefiting from his or her educational plan (e.g., administering medication, 

providing assistance with catheterization, or breathing therapy)

■ social work — provides group or individual therapy and helps with problems 

in the child’s home that may affect the child’s adjustment in school

■ speech and language — diagnoses speech and language disorders, provides 

therapy, and counsels parents and teachers regarding speech problems

■ transportation — services necessary to enable a child with a disability 

to receive special education and related services when prescribed by the 

child’s IEP

Placement and the Least 

Restrictive Environment

Placement refers to the setting in which a child will be educated, including 

the school, classroom, and related services, and how much time the child will 

spend with children who are not disabled. The details of your child’s placement 

should be clearly defined in the IEP. An integral part of the IDEA is the 

concept of the least restrictive environment (LRE). This means that a child 

with a disability should be removed from the general education classroom only 

when the child’s disability makes it necessary to do so. 
Page 2:12 DoD Special Needs Parent Tool Kit 

Placement Options

School systems are required to provide a range of placement options to ensure 

differing needs can be met. This spectrum of placement starts with the general 

education classroom, moving to time in a resource room or “pull out” classes for 

certain subjects, self-contained classrooms with only special education students, 

a private school, and finally to residential placement. Figure 2-2 depicts the 

placement options within the special education system. Once you know which 

specific services your child will need, you can address the question of where these 

services should be provided. The focus is on how to best educate your child in the 

LRE. LRE also indicates that, whenever possible, your child should be educated 

in the neighborhood school he or she would normally attend unless the IEP 

requires another arrangement. When appropriate placement cannot be provided 

by the public school system, a private day or residential school must be paid for at 

public expense.

Are You Satisfied with the Individualized 

Education Program?

If you agree with the IEP, sign it to show you accept the plan and give your 

consent for the provision of services. If you have questions and are not yet 

comfortable signing the IEP, you can ask for additional time to consider the plan. 

You may want more information about the services and should request another 

meeting. At this meeting, you have the following options:

■ You can sign the IEP as written, giving your consent for the school to 

provide the agreed upon services.

Figure 2-2: Spectrum of Placement for Special Education

Spectrum of Placement for

Special Education

The child is placed 

in a publicly funded 

residential home.

The child is 

placed in a general 

education classroom.

The child is 

“pulled out” of the 

general education 

room for help with

certain subjects.

The child attends 

a publicly funded 

private school.

The child is 

educated in a selfcontained classroom 

with only special 

education students.
Module 2 | Special Education

DoD Special Needs Parent Tool Kit Page 2:13

■ You can identify and give consent for services for which you agree and indicate 

those services which you do not support. Your child will begin to receive the 

agreed upon services. You and the school may decide on a period of time to 

observe and gather more information about your child’s progress to determine 

if he or she is receiving a FAPE without providing the service. After this time 

period, you will meet with the IEP team to discuss your child’s program and 

the services you did not agree to at the initial IEP meeting. The IEP team may 

agree to provide the service and then implement the IEP as written, or the IEP 

team may modify the IEP and remove the service. If there is a disagreement 

between you and the school about the need for the services, you may pursue 

resolution strategies described in Module 5, Advocating for Your Child. 

■ You can decide not to sign the IEP and request informal or formal 

collaborative strategies to resolve disagreements. These strategies are 

described in Module 5, Advocating for Your Child.

Finally, You Have a Plan 

Now that you have a written plan and a comfortable routine for your child, it is 

a good idea to give your child’s teachers a little time to implement your child’s 

program. Once the program is running smoothly, you may want to establish a 

collaborative system between yourself and the teacher for communicating about 

your child’s academic, behavioral, and social activity in the classroom. Some 

parents and teachers stay in touch by way of a notebook passed back and forth 

everyday or weekly, by telephone, by email, or by frequent conferences. Some 

combination of the above is probably best. Be as positive as you can be and let the 

teacher know you appreciate the work done on your child’s behalf.

Annual Review

Once a year, the school system is required to review your child’s IEP. This is called 

the annual review. Your school system is required to notify you in writing of this 

meeting and who will attend. At least three people should attend the annual 

meeting: the parent, the teacher, and a representative of the school system who 

is authorized to commit school resources. If your child spends time in general 

education classrooms, at least one general education teacher must attend. In 

addition, specialists such as the school psychologist, an occupational therapist, 

or the school nurse may attend. The meeting should be at a time and place that is 

convenient for you. 

As with the evaluation conference and the eligibility meeting, have your 

thoughts, ideas, and questions written down before the meeting begins. You may 

want to bring a family member or friend who has seen your child progress.
Page 2:14 DoD Special Needs Parent Tool Kit 

For more 

information about 

moving with a 

child with special 

needs while in 

the military, see 

Module 4, Families 

in Transition.

Triennial Review

The IDEA requires that a child with a disability be reevaluated every three years, 

or more frequently if necessary, to determine if he or she continues to meet the 

criteria for a child with a disability under the IDEA and continues to need special 

education and related services. The emphasis of the reevaluation is to measure 

the effectiveness of your child’s IEP and to evaluate the child’s progress and 

instructional needs. The reevaluation answers the following questions:

■ What are the child’s present levels of performance and educational needs?

■ What, if any, additions or modifications are needed to help the child meet 

his or her IEP annual goals and to participate, as appropriate, in general 

education curriculum?

■ Does the child continue to be a child with a disability as determined by 

the IDEA? 

■ Does the child continue to need special education and related services?

If the parent or the school suspects any new areas of disability other than the 

one under which the child was originally found eligible for special education, the 

school will develop an evaluation plan to assess the child for eligibility under the 

new, suspected disability.

What if You Disagree?

Module 5, Advocating for Your Child, provides more detailed strategies for taking 

action if you do not agree with your child’s identification, eligibility, or IEP. 

Moving with an Individualized Education Program

The IDEA requires schools to provide 

comparable services to children with an 

IEP when they transfer within the same 

state or to another state. Comparable 

services are services that are similar or 

equivalent to the services outlined in the 

incoming IEP. 

Children Who Transfer 

Within the Same State

When a child with a disability 

transfers school districts within the 

same academic year, enrolls in a new 

school, and has an active IEP from 

If you move to a new state 

in the middle of the school 

year, the gaining school must 

provide a free and appropriate 

public education, including 

services comparable to those 

documented in the previous 

school’s IEP until the new school 

conducts an evaluation and 

develops a new IEP,

if appropriate.

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Module 2 | Special Education

DoD Special Needs Parent Tool Kit Page 2:15

another school in the same state, the school will provide a FAPE including 

services comparable to those described in the incoming IEP. Services will be 

provided until such time that the school adopts the incoming IEP or develops, 

adopts, and implements a new IEP that is consistent with federal and state law.

Children Who Transfer Outside of the State

When a child with a disability transfers school districts within the same academic 

year, enrolls in a new school, and has an active IEP from another state, the school 

will provide a FAPE including services comparable to those described in the 

incoming IEP. Services will be provided until such time as the school conducts 

an evaluation to determine the child’s eligibility for special education according 

to local criteria, and develops and implements a new IEP that is consistent with 

federal and state law.

Records

Many school systems keep two types of records:

■ cumulative file — contains report cards, standardized test scores, teacher 

reports; you can get a copy of this through your school office

Note that privacy restrictions prohibit DoD schools from including a child’s IEP 

in their cumulative file.

■ confidential file — includes all written reports about your child’s evaluation, 

including the IEP, if your child is already in special education, and summaries 

of evaluation team meetings and a record of correspondence with the school; 

this may be kept at the school or in an administrative office.

Ask your school system about the procedure for receiving copies of any of these 

files. If you request copies of your child’s records, the school must provide them, 

but there may be a charge for copying them. You must request a copy of your 

child’s records in writing. A sample School Records Request form is provided at 

the end of this module.

For More Information

Read or download the other modules of this Parent Tool Kit at www.military

homefront.dod.mil/tf/efmp/toolbox:

■ Module 1, Birth to Age Three

■ Module 3, TRICARE® Health Benefits

■ Module 4, Families in Transition
Page 2:16 DoD Special Needs Parent Tool Kit 

■ Module 5, Advocating for Your Child

■ Module 6, Resources and Support

Department of Defense Education Activity

The Department of Defense Education Activity (DoDEA) plans, directs, 

coordinates, and manages education programs for children who attend DoD 

schools. DoDEA consists of the dependents schools (DoDDS) located overseas, 

and the domestic dependent elementary and secondary schools (DDESS) located 

in the United States and its territories. DoDEA provides education to eligible 

DoD military and civilian dependents from pre-kindergarten through twelfth 

grade. For more information, visit www.dodea.edu.

Parenting Advice

The National Dissemination Center for Children with Disabilities (NICHCY) 

offers a wealth of information in both English and Spanish. To learn more about 

special education services for children with special needs, visit their website at 

www.nichcy.org.

HOMEFRONTConnections, a DoD social networking site, provides a secure 

place where military family members with special needs can meet and interact 

online to share experiences, post pictures and videos, write blogs, and create 

discussion boards. Join an existing group or create your own. Visit https://apps.

mhf.dod.mil/homefrontconnections.

Your Rights/Advocacy Information 

You can access a state by state list of protection and advocacy agencies, as well 

as information on advocacy strategies, through MilitaryHOMEFRONT at 

www.militaryhomefront.dod.mil/tf/efmp/resources. Click on “State Resources” 

and choose the link for your state.

Another resource is your state’s Parent Training and Information (PTI) Center. 

Each state has a minimum of one PTI Center designed to serve families of 

children and young adults from birth to age twenty-two with all disabilities. 

Centers may provide information, training, referrals, and advocacy services to 

assist parents in obtaining needed resources within their communities. To locate 

the PTI Center in your state, visit www.militaryhomefront.dod.mil/tf/efmp/

resources. Click on “State Resources” and choose the link for your state.

For more information about the IDEA, go to http://idea.ed.gov. 
Module 2 | Special Education

DoD Special Needs Parent Tool Kit Page 2:17

Date: 

 

Director of Special Education/Principal

 

School District

 

School

Re: (Child’s Name) 

Date of Birth: 

Dear :

Director of Special Education/Principal

I am writing to refer my child to the committee on special education. I am requesting a special education 

assessment in all areas of suspected disability and specifically in the following areas: 

Some of my concerns are based on 

If the school district agrees to evaluate my child, I understand I will be presented with a written evaluation 

plan within fifteen days and that the plan will identify for me the tests to be given, dates for the tests, the 

names of the persons who will administer the tests, and explanations of the tests and their purposes.

Sincerely,

 

Parent/Guardian Signature

 

Parent/Guardian Printed Name

 

Address

 

City, State, Zip Code

 

Telephone Number

Received by: Date: 

Sample | Request for Special Education Evaluation
Page 2:18 DoD Special Needs Parent Tool Kit 

Sample | Request for Independent Education Evaluation

Date: 

 

Director of Special Education/Principal

 

School District

 

School

Re: (Child’s Name) 

Date of Birth: 

Dear :

Director of Special Education/Principal

I am requesting an Independent Education Evaluation because I believe the results of my child’s School 

District Assessments are inaccurate or incomplete. I do not believe they are sufficient to guide the 

Individualized Education Program process to an appropriate identification of disability, services, 

or placement.

On my child’s current assessments, I disagree with 

Sincerely,

 

Parent/Guardian Signature

 

Parent/Guardian Printed Name

 

Address

 

City, State, Zip Code

 

Telephone Number

Received by: Date: 
Module 2 | Special Education

DoD Special Needs Parent Tool Kit Page 2:19

Sample | Request for Records

Date: 

 

Director of Special Education/Principal

 

School District

 

School

Re: (Child’s Name) 

Date of Birth: 

Dear :

Director of Special Education/Principal

I am developing a personal home file for my child’s special education information. I am requesting a 

complete copy of all school records (cumulative and confidential) within the school district that contain my 

child’s name, .

Please include copies of all evaluations and actual test scores, the cumulative record, health record, 

discipline record, psychological record, confidential record, assessments, Individualized Education 

Program, and Teacher Record.

If the school district charges a fee for this service, please alert me as soon as possible. If you have any 

questions about my request, contact me at .

Sincerely,

 

Parent/Guardian Signature

 

Parent/Guardian Printed Name

 

Address

 

City, State, Zip Code

 

Telephone Number

Received by: Date: 
Notes
DoD Special Needs Parent Tool Kit Page 3:1

3

TRICARE®

TRICARE is the worldwide health care program available to eligible beneficiaries 

of the seven uniformed services and certain National Guard and Reserve members 

(“beneficiary” refers to individuals who are entitled to benefits based on law). 

TRICARE is a major component of America’s Military Health System (MHS). 

The MHS brings together the health care resources of the uniformed services and 

supplements them with civilian health care professionals, institutions, pharmacies, 

and suppliers. For additional information on MHS, visit www.health.mil.

When seeking services under TRICARE, families must use TRICAREauthorized, civilian health care providers that include

■ network providers who have contractual agreements with TRICARE’s 

regional contractors (required use for Prime enrollees);

■ participating providers who are not part of the TRICARE network 

but who agree to accept the TRICARE allowable charge as payment in 

full; and

■ nonparticipating providers who do not accept the TRICARE allowable 

charge as payment in full. 

Note: Beneficiaries are responsible for 

paying all charges up to fifteen percent 

more than the TRICARE allowable 

charge; they may also have to file their 

own claims. 

TRICARE is organized into four 

geographic regions: North, South, 

West, and Overseas. Visit the 

TRICARE website, www.tricare.mil, 

to find links to the TRICARE regional websites and more information about 

TRICARE programs and benefits. 

Caring for your child with special needs can be physically, emotionally, and 

financially exhausting. Your family may incur expenses, such as, ongoing 

medical treatment, assistive technology, and skilled nursing, but less obvious 

expenses also take their toll (e.g., time off from work to attend frequent medical 

appointments, special diets, and more time lost due to sick days). Your family 

members may participate in the Department of Defense’s (DoD) health care plan, 

known as TRICARE.

Introduction to Module 3 Introduction

TRICARE

® Health Benefits
Page 3:2 DoD Special Needs Parent Tool Kit 

Go to the TRICARE 

website, at 

www.tricare.mil, 

and choose the 

“Use the Plan 

Finder” to get 

more information 

about your 

family’s TRICARE 

options. 

TRICARE® Options for Active 

Duty Family Members 

To meet the needs of active duty families, TRICARE offers several health care 

options. TRICARE beneficiaries also include families of activated members 

of the National Guard or Reserve on federally funded orders for more than 

thirty consecutive days. The sponsor’s Service is responsible for determining 

TRICARE eligibility, not TRICARE.

TRICARE® Prime 

TRICARE Prime is TRICARE’s managed care option, similar to a civilian 

health maintenance organization. Active duty family members may choose to 

enroll in Prime; service members are required to enroll in TRICARE Prime or 

Prime Remote (see below). 

Prime enrollees receive their health care from a local military treatment facility 

(MTF) or civilian network provider. Enrollees must follow some well-defined 

rules and procedures, such as seeking routine care and getting referrals for 

specialty care from their Primary Care Manager (PCM), and obtaining an 

authorization from the regional contractor before seeking specialty care from a 

civilian provider. Failure to follow these steps may result in more costly point of 

service (POS) charges. 

Prime coverage is available overseas through the TRICARE Overseas Program 

(TOP) Prime option. Note: Family members must be command-sponsored to 

enroll in TOP Prime. The overseas regional contractor must authorize all civilian 

specialty care.

In all military treatment facilities 

(MTFs), active duty service members 

have first priority for care, followed 

by active duty family members 

enrolled in Prime.

TRICARE® Prime Remote 

Family members who live with their 

active duty sponsor and are either at 

least fifty miles or a one hour drive 

from the closest MTF, may enroll in 

TRICARE Prime Remote. Enrollment 

is required and enrollees must select 

a local civilian network primary care 

manager if there is one available in the 

local area. If one is not available, family 

Certain service members and 

their families may qualify for 

the Transitional Assistance 

Management Program, which 

provides 180 days of transitional 

health care benefits beginning 

on the day after loss of eligibility 

for military health care. Visit 

http://tricare.mil/tamp to find 

out who is eligible and for more 

information on transitional 

health care benefits. 

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Module 3 | TRICARE® Health Benefits

DoD Special Needs Parent Tool Kit Page 3:3

Enrollment forms 

for TRICARE 

Prime and 

TRICARE Prime 

Remote must be 

received by the 

regional/overseas 

contractor by 

the twentieth of 

the month for 

coverage to start 

the first day of the 

next month. This 

rule applies to 

family members.

members may use any TRICARE-authorized provider for their primary care needs. 

Contact your TRICARE regional contractor for help locating a provider. 

Prime Remote coverage is available overseas through the TOP Prime Remote 

option. Family members must be command-sponsored to enroll. The overseas 

regional contractor has to authorize all civilian specialty care.

TRICARE® Standard 

TRICARE Standard is a fee-for-service option allowing eligible family members 

to see any TRICARE-authorized provider (e.g., doctor, nurse practitioner, 

lab, or clinic) without a referral. Please note that there are some services that 

require prior authorization; check your regional contractor’s website or contact 

them for information about this requirement as it varies from region to region. 

Eligible family members, whose records are up to date in the Defense Enrollment 

Eligibility Reporting System (DEERS), are covered under TRICARE Standard 

until they enroll in TRICARE Prime or Prime Remote. Standard offers greater 

flexibility and choice of providers. Beneficiaries must pay an annual deductible 

and ongoing cost shares for TRICARE-covered services. Standard beneficiaries 

may have to file their own claims. 

Standard is not available for active duty service members but in some instances 

may be the only option for family members (e.g., when the family member does 

not live with the sponsor as required for Prime Remote, or when the family 

member is overseas but not command-sponsored).

TRICARE® Extra 

TRICARE Extra is a preferredprovider option allowing Standard 

beneficiaries to seek care from network 

providers with lower out-of-pocket 

costs (the beneficiary cost share is 5% 

less than under Standard). 

With TRICARE Extra, there are no 

claims to file but choice of providers 

is limited to those in the network. 

TRICARE Extra is not available 

to active duty members and is not 

available overseas. 

For a comparison of TRICARE’s 

benefit options, visit www.

tricare.mil/mybenefit/home/

overview/WhatIsTRICARE/

TRICAREBenefitAtAGlance. 

TRICARE Online is the 

Department of Defense’s portal 

for beneficiaries receiving 

care within military treatment 

facilities. The portal provides 

secure, interactive access to 

a host of unique and exciting 

services, tools, and resources. 

You can make appointments 

for primary care, access a 

medical library, and find links to 

information about health and 

wellness, facilities, and providers. 

Visit www.tricareonline.com.

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Page 3:4 DoD Special Needs Parent Tool Kit 

TRICARE provides 

eight outpatient 

mental health 

visits each fiscal 

year without a 

Primary Care 

Manager referral. 

Family members 

may self-refer.

Pharmacy Benefit 

The TRICARE Pharmacy Program offers multiple options for filling 

prescriptions. The least costly option is to get your prescriptions filled at a 

MTF. You also have three other options: (1) Pharmacy Home Delivery, (2) 

TRICARE retail network pharmacies, and (3) non-network pharmacies. 

For more information on how to save costs and make the most of this benefit, 

visit www.tricare.mil/mybenefit/home/Prescriptions/PharmacyProgram.

TRICARE® Benefits for Families 

with Special Needs

To help eligible uniformed services families facing the extra challenges that 

come with caring for a family member with special needs, TRICARE offers 

additional benefits. 

Case Management

Case management is a system for organizing and integrating the many services 

that are often required to manage complex physical or emotional illnesses. It 

is designed to improve the quality of care, control costs, and support patients 

throughout catastrophic medical situations by providing a bridge between 

acute care and long-term care services. TRICARE offers case management 

to beneficiaries who have significant chronic or high-risk health issues. 

Beneficiaries with catastrophic or terminal illnesses may also qualify for case 

management. Family members may be referred for case management services 

by their providers. Parents may also ask for case management services for their 

special needs child through their Regional Contractor. 

Mental Health Care 

Unless the beneficiary has a serious mental illness that qualifies for care under 

the Extended Care Health Option (ECHO) (discussed on 3:5), mental health 

care benefits can be confusing. Your regional contractor can assist you. 

To find out more about what conditions and treatments are covered by TRICARE, 

please visit the following websites: 

Conditions: www.tricare.mil/

mybenefit/home/MentalHealthAnd

Behavior/Conditions?

Treatments: www.tricare.mil/

mybenefit/home/MentalHealthAnd

Behavior/TypesOfTreatments
Module 3 | TRICARE® Health Benefits

DoD Special Needs Parent Tool Kit Page 3:5

“Talking to other 

moms with 

children with 

special needs is 

really important 

to me and it helps 

me be a better 

mom. When I talk 

to moms with 

similar challenges 

we blow off 

steam, share 

ideas, and know 

that we aren’t 

alone.” 

Marcie, mom to 

twin girls with 

Down syndrome, 

Fort Lewis, WA

Call your regional contractor if you need help finding a mental health provider 

for your child.

Hospice Care 

Hospice care is designed to comfort terminally ill individuals and their families 

once it is determined that the individual is not expected to live more than six 

months. The hospice care goal is to provide dignity and comfort to the terminally 

ill. The vast majority of hospice care is provided at home or in nursing homes. 

TRICARE covers most hospice care costs, and TRICARE does not have limits on 

custodial care or personal comfort items under hospice rules. Beneficiaries must 

choose to be covered under the hospice benefit versus basic TRICARE benefits. 

Extended Care Health Option (ECHO)

TRICARE’s ECHO supplements basic TRICARE coverage. The ECHO 

provides financial assistance for certain services and supplies to qualified active 

duty family members (including eligible family members of activated National 

Guard or Reserve). For a detailed ECHO pamphlet that includes how to enroll, 

visit www.tricare.mil/mybenefit/home/overview/SpecialPrograms/ECHO. 

Who is Eligible for ECHO? 

The ECHO is available to the following beneficiaries with a qualifying condition:

■ active duty family members, including family members of activated 

members of the National Guard or Reserve on federally funded orders for 

more than thirty consecutive days

■ family members eligible for continued TRICARE coverage through the 

Transitional Assistance Management Program (TAMP)

■ children or spouses of former service members who were victims of physical 

or emotional abuse

■ family members of deceased active duty sponsors during transitional 

survivor status

Note: You must enroll in the Exceptional Family Member Program (EFMP) to be 

eligible for ECHO benefits.

Qualifying Conditions 

The following conditions qualify family members for TRICARE’s ECHO:

■ moderate or severe intellectual disability

■ serious physical disability

parent

to parent
Page 3:6 DoD Special Needs Parent Tool Kit 

For more 

information 

about ECHO 

benefits, visit the 

TRICARE website, 

www.tricare.mil, 

or call your 

TRICARE regional 

contractor.

■ extraordinary physical or psychological condition causing the beneficiary to 

be homebound

■ diagnosis of neuromuscular developmental condition or other condition in 

an infant or toddler expected to lead to a diagnosis of moderate or severe 

intellectual disability or serious physical disability

■ multiple disabilities may qualify if there are two or more disabilities 

affecting different body systems

If the family or family member’s provider believes a qualifying condition exists, 

he or she should call the regional contractor to find out how to determine if 

the family member qualifies for coverage. If overseas, the family should contact 

the nearest MTF or TRICARE Area Office (TAO). Go to www.tricare.mil/

contactus for contact information.

Children may remain eligible for ECHO benefits beyond the usual TRICARE 

eligibility age limit as long as the sponsor remains on active duty, the child 

is incapable of self-support because of mental or physical incapacity that 

occurs before reaching the age limit of twenty-one, or twenty-three if a fulltime student, and the sponsor is responsible for more than one-half of the 

child’s support.

Ongoing TRICARE eligibility is determined by the sponsor’s Service. The 

regional contractor determines ECHO eligibility. Prior authorization must be 

obtained from the regional contractor or overseas TAO before the child receives 

ECHO services. 

If the sponsor is reassigned, the family member must get new ECHO benefit 

authorizations before receiving services at the new location. Families should 

contact their regional contractor, local MTF, overseas TAO, or ECHO case 

manager before they move to ensure a smooth transition.

ECHO Benefits

The ECHO provides benefits not available through the basic TRICARE 

program, including the following:

■ medical and rehabilitative services

■ training to use assistive technology devices

■ special education (which can include Applied Behavior Analysis (ABA))

■ institutional care when a residential environment is required

■ transportation under certain limited circumstances (includes the cost of a 

medical attendant when needed to safely transport the beneficiary)
Module 3 | TRICARE® Health Benefits

DoD Special Needs Parent Tool Kit Page 3:7

■ assistive services (e.g., those from a qualified interpreter or translator)

■ durable equipment, including adaptation and maintenance

■ in-home respite care services (up to sixteen hours in the month if another 

ECHO benefit is received)

ECHO Costs

Active duty sponsors pay a cost share that is based on their grade and is separate from 

other TRICARE program cost shares. The sponsor pays one cost share per month an 

ECHO benefit is received by the family member(s), regardless of the number of family 

members receiving an ECHO benefit that month. For more information, visit www.

tricare.mil/mybenefit/home/overview/SpecialPrograms/ECHO/Costs. 

ECHO Home Health Care (EHHC)

EHHC provides medically necessary skilled services to registered ECHO 

beneficiaries who are homebound and generally require more than twenty-eight 

to thirty-five hours per week of home health services or respite care. In general, 

family members are considered homebound if they cannot leave home regularly for 

therapeutic, psychosocial, or medical treatment, or to attend an accredited, certified 

adult daycare program. The family member’s PCM or attending physician determines 

eligibility for this home health care and will develop a care plan reflecting the home 

health care services the family member needs. This plan is reviewed by the physician, 

case manager, regional contractor and/or TAO staff every ninety days or when there 

is a change in the family member’s condition. The EHHC benefit is only available in 

the United States, Puerto Rico, the United States Virgin Islands, and Guam. Please 

contact your ECHO case manager for more information.

EHHC Benefits

The following services may be covered when provided by a TRICARE-authorized 

home health agency in the beneficiary’s home:

■ skilled nursing care by a registered nurse, or by a licensed or vocational 

nurse under direct supervision of a registered nurse

■ services provided by a home health aide under direct supervision of a 

registered nurse

■ physical therapy, occupational therapy, and speech-language pathology 

services

■ medical social services under the direction of a physician 

■ teaching and training activities

■ medical supplies
Page 3:8 DoD Special Needs Parent Tool Kit 

The sixteen-hour 

respite benefit 

available under 

ECHO cannot 

be used at the 

same time as 

the forty hours 

a week available 

under EHHC.

EHHC Respite Care

EHHC respite care is designed to 

provide temporary relief or rest for 

the primary caregiver of a homebound 

beneficiary who requires frequent 

care. Beneficiaries eligible for EHHC 

respite care may receive eight hours 

of respite care, five days per calendar 

week. This benefit is different from 

the sixteen hours of respite care 

available through the ECHO. The 

EHHC respite care and the ECHO 

respite care cannot be used during the same month. Respite care cannot be used 

for babysitting/child care services, sibling care, or when the primary caregiver 

is deployed, seeking employment, or pursuing education. Unused respite care 

hours are not cumulative.

TRICARE® Help and Information 

You can find program information regarding TRICARE eligibility, Prime/Prime 

Remote enrollment, benefit and cost information, claims filing, and more by 

visiting the TRICARE website at www.tricare.mil. 

The purpose of respite care is 

to benefit the whole family by 

providing a rest for the primary 

caregiver, while making sure 

your child is cared for by a 

trained caregiver.

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TRICARE Services Map

Figure 3-2: TRICARE Services Map

Questions related to plan options, enrollment, referrals and authorizations, 

claims, collection, and TRICARE benefit, can be answered by the regional 

contractor office. Contractor contact information and links to their web pages 

can be found at www.tricare.mil/contactus. Call the regional contractor when 

you have a question. They have the most current information regarding benefits 

specific to your region. When contacting TRICARE, have information on hand, 
Module 3 | TRICARE® Health Benefits

DoD Special Needs Parent Tool Kit Page 3:9

The TRICARE 

catastrophic cap 

limits the amount 

of out-of-pocket 

expenses a family 

pays for TRICAREcovered services, 

to include annual 

deductibles, Prime 

enrollment fees, 

pharmacy copays, and other 

TRICARE-allowable 

cost shares.

such as referrals, authorizations, medical/dental bills, denial letters, and debt 

collection notices, to assist staff in determining how best to proceed. 

Go to www.tricare.mil/contactus to find contact information for the following: 

TRICARE® Service Centers 

TRICARE Service Centers (TSC) are located in or around most MTFs and are 

staffed with customer service representatives to provide help on a walk-in basis. 

Beneficiary Counseling and Assistance 

Coordinators/Health Benefits Advisors 

Regional offices and most MTFs are staffed with beneficiary counselors/

benefit advisors (BCAC) whose job it is to provide information on accessing 

care within the MTF, as well as providing or referring you to the right office for 

more information on benefit options, enrollment questions, claims, referrals, 

authorizations, and appointments. The BCAC can facilitate communication 

between families, the MTF, and the TRICARE contractor.

Debt Collection Assistance

Regional contractor staff and Debt Collection and Assistance Officers (DCAO) 

at MTFs help beneficiaries with TRICARE debt collection issues. If a family 

receives a notice from a collection agency about a medical bill or is disputing a 

medical bill, contact the regional contractor or closest DCAO. When seeking 

assistance, bring any documentation related to the claim and the collection 

action or billing dispute. 

Staff can help you understand the claim’s issue and the debt collection process but 

cannot provide legal advice or fix a credit rating. For assistance with a collection 

action, contact your regional contractor or find the nearest DCAO online at 

www.tricare.mil/bcacdcao.

Individuals with Disabilities 

Education Act and TRICARE®

The Individuals with Disabilities Education Act (IDEA) ensures that all children 

with disabilities are provided with a free and appropriate public education 

(FAPE). This includes services necessary to meet the educational goals described 

in their Individualized Education Program (IEP). Infants and toddlers who 

are or may become delayed due to impairment may receive Early Intervention 

Services (EIS). These children often receive medical, diagnostic, or therapeutic 

services provided by health care professionals. These services must be identified in 

an Individualized Family Service Plan (ISFP) or an IEP. The IDEA allows these 

services to be provided at little or no cost to families. 
Page 3:10 DoD Special Needs Parent Tool Kit 

If you lose your 

TRICARE coverage 

because of military 

separation, 

divorce, or 

because a 

dependent child 

reaches the age 

of twenty-one 

or twenty-three, 

you will be issued 

a Certificate 

of Creditable 

Coverage. This 

is proof for your 

next health care 

plan that you had 

previous health 

care and it limits 

the amount of 

time your new 

health care plan 

can exclude your 

participation 

because of 

pre-existing 

conditions.

Legislation stipulates that TRICARE will pay its share of EIS that are medically 

or psychologically necessary and would otherwise be considered a TRICARE 

benefit. Cost sharing decisions are made on a case-by-case basis. Services 

identified in an IEP for special education students between the ages of three 

and twenty-one are paid for by state educational agencies, and TRICARE is 

involved only when it can be shown that the necessary services are not available 

or adequate to meet the child’s needs. 

For More Information 

Read or download the other modules of this Parent Tool Kit at www.military

homefront.dod.mil/tf/efmp/toolbox:

■ Module 1, Birth to Age Three

■ Module 2, Special Education

■ Module 4, Families in Transition

■ Module 5, Advocating for Your Child

■ Module 6, Resources and Support 

Extended Care Health Option and 

Home Health Care

For further information regarding ECHO and EHHC, visit www.tricare.mil/

echo or call your TRICARE regional office (see page 3:8 for phone numbers). 

TRICARE® Benefits 

For more details about TRICARE health benefits, go to www.tricare.mil. 

USA.GOV

Federal, state, and local governments offer programs such as Medicare, 

Medicaid, Supplemental Nutrition Assistance Program, and Women Infants 

and Children designed to aid children with special needs. More information 

about these benefits is provided in Module 6, Federal and State Programs, and 

at www.USA.gov, an official government website search engine that links to 

government agencies, programs, and services.

MilitaryHOMEFRONT 

For information on a variety of topics, visit the special needs section of 

MilitaryHOMEFRONT at www.militaryhomefront.dod.mil/tf/efmp.
Module 3 | TRICARE® Health Benefits

DoD Special Needs Parent Tool Kit Page 3:11

Plan My Move 

Military life involves moving — there is no way around it. That is why 

MilitaryHOMEFRONT has introduced Plan My Move, a powerful set of tools to 

help you and your family make your next move a smooth one. Through Plan My 

Move, you can access a customizable calendar, to-do lists, checklists, community 

information, installation overviews, and information specific to moving with 

a special needs family member. Visit the Plan My Move website at http://

planmymove.mhf.dod.mil. 

MilitaryINSTALLATIONS 

To locate your nearest installation EFMP, as well as other installation 

resources, visit the MilitaryINSTALLATIONS website at 

www.militaryinstallations.dod.mil. 

HOMEFRONTConnections 

HOMEFRONTConnections, a DoD social networking site, provides a 

secure place where military family members with special needs can meet 

and interact online to share experiences, post pictures and videos, write 

blogs, and create discussion boards. Join an existing group or create your 

own. Visit HOMEFRONTConnections at https://apps.mhf.dod.mil/

homefrontconnections.
Notes
DoD Special Needs Parent Tool Kit Page 4:1

4

Exceptional Family Member Program

Enrollment

The Exceptional Family Member Program 

(EFMP) includes a variety of personnel and 

family support functions. Enrollment is a 

component of the program and is mandatory for 

all military personnel who have a family member 

with a medical and/or educational disability. 

Being enrolled means medical and/or educational 

needs are considered as a duty station is being 

selected. Service members will be assigned to an area where their family member’s 

educational and medical needs can be met, provided a valid personnel requirement 

for the service member’s grade and specialty exists. 

By submitting a completed DD2792, Family Member Medical Summary, and/

or the DD2792-1, Special Education/Early Intervention Summary, the military 

member identifies that a family member has a special need. Information about the 

family member’s condition, including diagnosis, type of providers, frequency of 

care, medication, and special accommodations, is documented on the forms. This 

allows medical and educational personnel to review the availability of medical and 

educational resources in a projected assignment location. 

Although each of the Military Services handles enrollment somewhat differently, 

there are some commonalities:

■ Each Service uses the Department of Defense (DoD) forms (DD2792 

and DD2792-1).

■ Medical and educational personnel are consulted about availability 

of resources.

■ The DD2792 medical form is reviewed by medical personnel.

■ The DD2792-1 educational form is reviewed by educational personnel.

■ All of the information is confidential and private, and maintained on a 

need to know basis.

Introduction to Module 4 Introduction

All families want to make the changes associated with relocating, deploying, 

or separating from the military as easy as they can for their children. 

Families whose children have special needs must work even harder to help their 

children weather the changes with as little stress as possible. 

Families in Transition
Page 4:2 DoD Special Needs Parent Tool Kit 

To enroll in the EFMP, contact the nearest installation EFMP, which you 

can locate by visiting the MilitaryINSTALLATIONS website at www.

militaryinstallations.dod.mil. Military personnel or family members, depending 

upon the Service, can also pick up the necessary forms and receive help 

completing them at the following locations:

■ Army — At the military treatment facility (MTF), ask for the EFMP.

■ Marine Corps — At Marine Corps Community Services, ask for the 

EFMP Caseworker.

■ Navy — At the MTF, ask for the EFMP Coordinators’ Office.

■ Air Force — At the MTF, ask for the Special Needs Coordinator. 

To download a copy of DD2792 and DD2792-1, visit www.militaryhomefront.

dod.mil and enter the form number in the search field.

Family Support

EFMP family support assists families with special needs by helping them identify 

and access programs and services. It includes, but is not limited to, the following:

■ information and referral for military and community services

■ education and training about issues related to the special need

■ referral to other Family Center providers

■ local school and Early Intervention Services (EIS) information

■ warm hand-offs to the EFMP at the next location

■ non-clinical case management, including individualized Services Plans

The following are points of access for the Family Centers: 

■ Army — Army Community Service, EFMP Manager

■ Marine Corps — Marine Corps 

Community Services, 

EFMP Caseworker

■ Navy — Fleet and Family 

Support Center, 

EFMP Liaisons

■ Air Force — Airman and 

Family Readiness Center, 

EFMP Coordinators

Military families with special needs 

who are not located near a military 

You can find a listing 

of installation Exceptional 

Family Member Program 

offices by visiting the 

MilitaryINSTALLATIONS 

website at www.

militaryinstallations.dod.mil.

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DoD Special Needs Parent Tool Kit Page 4:3

Module 4 | Families in Transition

The Military 

OneSource 

program is 

designed to 

supplement 

programs and 

services available 

on the installation, 

and can be 

especially helpful 

to National Guard 

and Reserve 

families who do 

not live near an 

installation, or to 

members who are 

geographically 

isolated.

installation are encouraged to call Military OneSource at (800) 342-9647 and 

ask to speak with a Special Needs Specialty Consultant. The Military OneSource 

program is designed to supplement programs and services available on the 

installation, and can be especially helpful to National Guard and Reserve families 

who do not live near an installation, or to members who are geographically isolated. 

You can also visit Military OneSource online at www.militaryonesource.com. 

Service members have the option to accept assignments where services for their 

family members with special needs are not available. Choosing the option usually 

means that the service member must live apart from the family so that the child 

can continue to have his or her needs met. 

Before you move, inform the installation EFMP (family support) office at the losing 

duty station of your pending move and your family’s needs. They can connect you 

with the receiving duty station EFMP and assist you with any information and 

resources you may need before, during, and after your move. Many programs and 

services differ from state to state and the EFMP can assist you with identifying and 

accessing them when you get to the duty station. 

Relocating 

Moving is an integral part of life as a military family. You pack your belongings, 

plan a move, track expenses, and find a new home. When a family has a child 

with special needs, these experiences can be more complicated and emotional. 

The military community offers assistance for the move and, if desired, a sponsor 

can assist you at the new duty station. Taking advantage of these resources will 

benefit the entire family. 

Relocation Assistance Program

The Relocation Assistance Program (RAP) offers a wealth of services to make 

your next move as smooth as possible. Specifically, the installation RAP can 

provide the following:

■ destination area information, preparation and settling-in services, with 

emphasis on information regarding moving costs, housing options and 

home-finding assistance, child care, services for family members with 

special needs, spouse employment opportunities, schools, cultural 

adaptation, and community orientation

■ counseling about relocation-related challenges such as home buying, 

selling, renting, property management, and shipment and storage of 

household goods

■ sponsorship training services, with emphasis on connecting unit sponsors 

and family members, including youth through youth sponsorship 

programs, to facilitate a cost-effective and efficient transition to a new 

community and unit
Page 4:4 DoD Special Needs Parent Tool Kit 

Family Centers 

Family Centers are located on military installations and are specially equipped 

to assist with relocation. They can offer a variety of free services and support 

services such as; relocation information, lending lockers, employment, and 

financial management. This is also a good place to look for resources to help 

meet your child’s needs. The Family Center can connect you to the installation 

EFMP and to available respite care programs. To find a Family Center near 

you, visit MilitaryINSTALLATIONS at www.militaryinstallations.dod.mil.

MilitaryINSTALLATIONS

MilitaryINSTALLATIONS is a searchable directory of worldwide installation 

and state-related military information, programs, and services. It provides 

easy access to fast facts, articles, website resource directories, photos, contact 

information, major units, weather, and maps. With this resource, you can quickly 

find relevant information about any installation or military resources in your 

state or a state you are moving to. Visit MilitaryINSTALLATIONS at 

www.militaryinstallations.dod.mil.

Schools

The Military Services and the Department of Defense Education Activity 

(DoDEA) want to ensure that your child receives appropriate special education 

services following your family’s move to a new location, whether stateside or 

overseas. Before you move, ask your child’s current teacher to write a letter 

introducing your child to the new teacher. An overview of what the teacher 

sees as strengths and challenges, as well as a description of what works well 

with your child, will help the new teacher. 

Hand-carry a copy of your child’s Individualized Education Program (IEP) 

paperwork as well as any assessment information used by the school. Meet with the 

school to review the progress your child has made since the last IEP was developed 

or ask for written progress reports. Also, gather information about adaptive 

equipment or assistive technology used by your child. Prior to your move, be sure to 

return any assistive technology that was provided by the school.

When going overseas to a DoD school, make sure you provide a copy of your 

child’s IEP to the Case Study Committee (CSC). The CSC guides the special 

education process at stateside and overseas DoD schools. Also, provide the CSC 

with information about assistive technology requirements included in the IEP. 

Let them know if your child has his or her own assistive technology that is used 

in the classroom. 
DoD Special Needs Parent Tool Kit Page 4:5

Module 4 | Families in Transition

Once you are 

moved in, you may 

want to make an 

appointment with 

your new health 

care provider so 

your child will 

have a chance to 

become familiar 

with him or her 

before an 

illness occurs.

Medical Concerns

Before moving, check to see what medical services are available at the new 

installation. TRICARE’s Provider Directory, located on the TRICARE website, 

can help you locate specialty services. Phone numbers are included, so you can 

contact providers in advance to ensure they are still network providers and are 

currently accepting new patients. You can also work with your child’s medical 

case manager if he or she has one.

Ask your medical providers (both military and private) to provide you with a 

copy of your child’s medical records and hand-carry them to your next duty 

station. There may be a small fee charged for copies.

Tell the Children 

For some families, moving news is best 

presented in a family meeting. You 

know your child best. If you think it 

might be easier on him or her to learn 

about the move one-on-one, set aside 

some time to talk about it before the 

family meeting. This will allow you 

a chance to really hear your child’s 

concerns and may keep his or her 

feelings from negatively influencing the 

other children at the family meeting. 

Before telling the children about the 

move, arm yourself with some of the 

positive aspects of your new home. 

Consider the following: 

■ Is it closer to friends or family? 

■ Will you be near beaches or an 

amusement park? 

■ Are your children old enough to help plan the trip? Show them your new 

home on a map and begin planning your journey to your 

new home.

■ Does your child have some special interests? Try to locate a point of interest 

along your route that your child would not be able to experience otherwise. 

Consider your child’s developmental level. Will a visual aid help your child keep 

track of the plan for your move? A count down on the calendar might help, along 

with a picture of boxes on the day the packers come, or a truck on the day the 

movers come.

Moving with Special 

Needs Checklist

3 Copies of important records, such

as Individualized Family Service

Plan (IFSP), Individualized Education

Program (IEP), letters from doctors,

birth certificates, and passports;

plan on hand-carrying them

3 Prescription refills

3 Contact information for medical

connections in the new location

3 Contact information for your child’s

current doctor, in case you

need advice from someone who

already knows your child
Page 4:6 DoD Special Needs Parent Tool Kit 

Decide the best way to present the move and give thought to how you will handle 

various emotional responses. The following actions can help to prepare your child 

for the move:

■ Discuss ways your children can keep in touch with friends or have a visit 

planned before you move away so the goodbye will not feel so final.

■ Be positive. If you are upbeat about your move, your children will 

be reassured. 

■ Empathize with your child. If your child has concerns or is grieving for his 

or her old home before you even leave, explain that his or her feelings are 

normal. You might share some of your own feelings of sadness or loss and 

also talk about some things that you are looking forward to in your new 

home or community.

■ Remind him or her that the present home, school or daycare were once new 

and that he or she made friends and settled in.

■ Make a calendar or timeline with pictures of things that will be happening 

leading up to, during, and after the move to calm the fears of children who 

rely on daily reminders to help them prepare for what each day will bring.

■ Find time during daily rituals, like meal preparation or bedtime, to allow 

your children a chance to share 

their thoughts and feelings 

about the move.

■ Plan a farewell party. Take 

lots of photos and collect 

addresses, email addresses, 

and phone numbers.

■ help children over the age 

of thirteen to set up a social 

networking page to stay 

connected with his or her friends.

■ Provide a scrapbook for the child 

to assemble. 

Moving away from the familiar and 

into the unknown can be scary. Give 

your children opportunities to express 

their feelings.

Happy and excited feelings are much 

easier to accept and deal with, but 

negative feelings, like sorrow or anger, 

are just as valid. Your child needs 

The Military Youth on the Move 

website reaches out to youth 

with creative ways to cope with 

issues that arise in the face of 

a move, such as transitioning to 

a new school, saying goodbye to 

friends, and getting involved in 

a new community. The website is 

divided into three primary target 

audiences: elementary school, 

middle school, and high school. 

It also includes information 

specifically designed to help 

parents help their children 

navigate challenges such as a 

move, a new school, or making 

decisions about life after 

high school. Visit Military 

Youth on the Move at 

http://apps.mhf.dod.mil/myom.

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DoD Special Needs Parent Tool Kit Page 4:7

Module 4 | Families in Transition

Command 

sponsorship 

is required 

for families to 

participate in the 

TRICARE Overseas 

Prime Program.

to know it is alright to talk about those feelings as well. Talking honestly and 

openly might help address concerns and calm fears about the move.

Moving day can be hectic and children are not immune to the excitement 

and nervousness that may come with it. Consider asking a friend to keep your 

children for the day.

Packing

Before the movers arrive, set aside items you plan to hand-carry to your next 

duty station. Clearly mark a room or another large area in your home with a sign 

asking the movers not to pack items stored in those areas. The following items 

should be included in your hand-carried items:

■ important documents such as school records, dental records, medical 

records, birth certificates, insurance policies, copies of permanent change 

of station (PCS) orders, and a copy of the household inventory form 

■ medicine and medical equipment that will travel with you 

■ comfort items, like a pillow, favorite music, or movies

Going Overseas: Know Before You Go

Before being assigned overseas or to a remote duty location, all families are 

screened for overseas suitability. The screening is mandatory and determines if 

family members have any special needs that may require special medical and/

or educational attention at the location or preclude the successful completion 

of an overseas or remote duty assignment. The screening process involves the 

personnel and medical commands and the DoD overseas educational system. 

Contact your local MTF to learn more about your Military Service’s overseas 

screening process. 

Each Service has a system to screen families so that any special needs will be 

identified and taken into consideration as the service member is assigned to a new 

duty station:

■ Army — Family Member Deployment Screening

■ Marine Corps — Suitability Screening

■ Navy — Suitability Screening

■ Air Force — Family Member Relocation Clearance Process

Medically required equipment can be shipped in the same manner as the sponsor’s 

professional papers and books and does not count against your household weight 

allowance. Visit your travel office for more information. You will need a letter from 

your physician stating that the equipment is medically necessary. 
Page 4:8 DoD Special Needs Parent Tool Kit 

Traveling with Children

It is important to be aware of any medical or psychological reasons that would 

make a particular mode of transportation difficult for your child and require some 

prior arrangements. For example, a child with epilepsy may need extra rests during 

a long trip to minimize fatigue or stress that can lower the child’s seizure threshold. 

Also work with your child’s physician to address medication needs, especially 

when you are traveling to different time zones that may affect the medication and 

sleep schedule. Ask about required vaccinations that may interact with prescribed 

medications. Consider lodging-related needs when traveling with your child (e.g., a 

wheelchair accessible room and shower stall or a TTY/TDD telephone).

Whether traveling by plane, train, or automobile, traveling with children takes 

some planning. The following tips are especially helpful:

■ Keep comfort items within reach.

■ Carry healthy snacks with you.

■ Bring plastic bags for trash.

■ Bring activities for your child to help pass the time. A few new items may 

hold a child’s attention longer than an old favorite.

■ Allow your child to be in charge of his or her own travel bag; however, 

regulate how much is put into this bag so that it does not get too heavy.

■ Use an inexpensive umbrella stroller; these can be especially helpful in 

airports and train stations.

■ Tape emergency contact information in your child’s clothing and/or have 

him or her wear a medical alert bracelet.

■ Take a portable media player if possible, along with your child’s favorite 

movies and comforting music for bedtime.

■ Keep hand sanitizer and wipes ready for frequent hand cleaning after stops 

and before eating.

Air Travel 

The Air Carrier Access Act prohibits airlines from excluding passengers on 

the basis of disability and requires United States air carriers to accommodate 

passengers with special needs. For more information, contact www.disability.gov.

As you prepare for the trip, remember the following tips:

■ Contact the airline forty-eight hours in advance of the flight if special 

services, such as a respirator hook up or transportation of an electric 

wheelchair, will be needed for the flight.
DoD Special Needs Parent Tool Kit Page 4:9

Module 4 | Families in Transition

It might help 

if you prepare 

your children for 

going through 

security. Especially 

with younger 

children, practice 

walking through 

a doorway one 

at a time and 

handing over that 

precious backpack 

to be X-rayed.

■ Ask if the bathrooms are wheelchair accessible if flying on an older or 

small aircraft.

■ Bring assistive devices, which do not count toward carry-on and luggage 

limits. Wheelchairs (including collapsible, battery-powered wheelchairs) 

and other assistive devices have priority for in-cabin storage space as long as 

you preboard.

■ Ask your physician about the safety of flying if a family member suffers 

from seizures. Get the physician’s recommendation in writing and carry it 

with you as part of your family’s medical records.

■ Consider bringing a stroller to the gate, as you may have to cover a lot of 

ground inside the airport.

■ Use a backpack instead of a diaper bag to free up your hands to hold on 

to your children.

■ Decide if preboarding is the best choice for your family.

■ Be sure your car seat is compatible with airline seats. Check the airline’s 

website for car seat information.

If your child requires oxygen and is traveling by air, you must arrange to have 

oxygen provided by the airline. You will not be allowed to use your own.

Traveling by Train 

If you are traveling by train, Amtrak 

will assist those in wheelchairs in the 

case of high or low platforms or bilevel trains. Your child may remain 

in the wheelchair en route or the 

chair may be stowed. Should your 

child require oxygen, you must make 

reservations. You must also provide at 

least twelve hours advance notice (prior 

to boarding) if you will be bringing 

oxygen aboard. Call (800) USA-RAIL 

((800) 872-7245) for more information 

on bringing oxygen on an Amtrak train 

and on station accessibility.

Train travel means that more 

interaction with children is possible 

than in a car, especially if there is only one adult. Be sure to bring 

activities your child enjoys, such as favorite stories and card games, and 

pack healthy snacks. 

Amtrak allows trained service 

animals accompanying 

passengers with disabilities in all 

customer areas in the stations, 

trains, and Amtrak Thruway 

motor coaches. If the train 

schedule permits, you may walk 

your service animal at station 

stops. However, if you plan to 

walk your animal during the trip, 

please notify the conductor 

when you first board the train.

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Page 4:10 DoD Special Needs Parent Tool Kit 

If your child is 

likely to run or 

wander off, be 

sure you have 

a copy of the 

child’s identifying 

information with 

you at all times. 

If your child is 

not verbal, you 

may want to 

put identifying 

information on the 

child. Remember 

to use a phone 

number other than 

the home phone.

Traveling by Car 

Traveling in a car gives a family greater flexibility than in a plane or a train. You 

can stop and explore or stretch your legs on your own schedule. To make the 

most of the journey, plan a route with points of interest to explore along the way. 

Provide older children with a map showing the route to the new home and clearly 

marked stops along the way. Car games will help pass the time. 

Temporary Lodging 

For information on temporary lodging, visit MilitaryINSTALLATIONS at 

www.militaryinstallations.dod.mil. Make reservations as far in advance as 

possible and ask if a military discount is offered. Mention that your family needs 

special accommodations. Be sure to ask if they have wheelchair accessible rooms 

or rooms with TTY phones for the deaf or hearing impaired, if necessary. 

Housing 

There are several factors to consider when deciding to live on or off the 

installation. Five percent of installation housing has wheelchair accessibility, 

a feature that can be hard to find in the civilian community. Life on the 

installation has the added advantage of having other military families close by. 

Becoming part of a supportive community may be easier on the installation 

where neighbors really understand the military lifestyle. However, the wait for 

installation housing can be a big factor in this decision. Some Services offer 

priority housing to eligible EFMP-enrolled families on a case-by-case basis. 

Schools 

Schools are another important factor 

in your housing decision. Investigate 

schools located both on and off the 

installation. Contact these schools 

well in advance of moving to discuss 

how your child’s unique needs will be 

met. Contact your new installation’s 

School Liaison and your child’s new 

school to assist with the transition. 

More information on the School 

Liaison is provided in Module 6, 

Resources and Support. 

The gaining school must provide services comparable to those described in the 

previous school’s IEP until the new school conducts an evaluation and develops 

a new IEP. 

For state education resources 

and information, visit 

MilitaryHOMEFRONT at 

www.militaryhomefront.

dod.mil/tf/efmp. 

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DoD Special Needs Parent Tool Kit Page 4:11

Module 4 | Families in Transition

Every military 

child care 

program has a 

Parent Advisory 

Board through 

which parents 

are able to voice 

concerns and offer 

recommendations 

for improving 

service.

Child Care 

For working parents, finding high-quality child care is a high priority. As 

a military parent of a child with special needs, finding child care that can 

accommodate shift work, extended hours, and weekend duty and meet the child’s 

unique needs may be challenging. 

Look for child care that is inclusive. Every child deserves the same opportunity to 

interact with other children. Inclusive child care allows children to learn together 

in an educational atmosphere that supports and nurtures the individual strengths 

of each child. Inclusive child care encourages each child to participate in daily 

routines and activities regardless of cognitive or physical impairments. 

Most military installations have inclusion teams to help parents of children 

with special needs determine the best placement supports and accommodations 

needed to provide appropriate care. These teams may be comprised of child care 

specialists, an EFMP staff member, a public health nurse, and the parents. The 

team explores child and youth activities for children with certain special needs 

who are involved in installation child or youth programs. The team identifies 

the options that best meet the child’s needs and considers any reasonable 

accommodations that may be required. 

For more information about child care, check with the installation’s Resource 

and Referral Office. A resource and referral specialist can guide you through 

registration, accreditation, and fees, and help you explore on-and off-installation 

child care options. Installations have 

different names for the office that 

manages the child care programs. 

Start with the installation’s Child 

Development Center (CDC). Ask 

which office provides local child care 

resource and referral services. To locate 

CDCs and school-age programs, visit 

MilitaryINSTALLATIONS at 

www.militaryinstallations.dod.mil.

Moving In 

Move-in day is exciting. The new 

house starts to feel like home, 

and everyone is relieved to have 

familiar objects back. Because of the 

excitement, pay special attention to 

children who may wander or find 

danger in unfamiliar surroundings. 

Plan My Move is a 

comprehensive tool that includes 

information for military families 

with special needs. You can 

create customized moving tools 

such as calendars, to-do lists, 

and arrival checklists, which 

are intended to help you stay 

organized and make your next 

move as smooth as possible. 

Visit Plan My Move at

www.militaryhomefront.dod.mil/

tf/movingandrelocation.

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Page 4:12 DoD Special Needs Parent Tool Kit 

Questions You May Want to Ask About Child Care

■ What are the priorities for placement on the list at this installation?

■ I have more than one child. What is your policy on placing siblings? 

■ What process do you use for keeping my information up to date? 

■ Will you get in touch with me, or will I be responsible for 

periodically updating you? 

■ What is the range of time that I might have to wait for a space to 

open up in my child’s age group? 

■ I will need child care in the interim. Will you help me find it?

■ What is your child/provider ratio?

■ Will the center adapt the physical environment to meet my child’s 

needs with the goal of increasing his or her participation?

■ Will the providers adapt materials and curriculum to promote 

independence and capitalize on my child’s favorite activities?

■ Do the providers have experience working with adaptive devices?

■ What types of training have the providers had?

■ Will the center allow me to work with the care providers to 

show proper positioning, use of equipment, medication 

administration, etc.?

■ Will therapists have a quiet area to work with my child?

■ How will the center facilitate diapering? (Sometimes centers 

will not have changing tables in rooms for three- and four-yearold children.)

■ Do you have staff members who know American Sign 

Language (ASL) or have experience working with augmentative 

communication devices?

■ What are your emergency medical procedures? How close are you 

to a medical facility? Do you have a nurse on staff?

■ Does the center have a discipline policy? (Ask for a copy.)

■ Does the center have a method for filing complaints? With whom 

would I speak if I had a complaint?

■ Do you provide emergency respite care?
DoD Special Needs Parent Tool Kit Page 4:13

Module 4 | Families in Transition

Safety in a New Home and Neighborhood 

Look over a new home with an eye for hazards such as busy roads or creeks 

nearby. Hold a family meeting to discuss these hazards with children and 

establish firm boundaries defining where they are allowed to go.

If a child is likely to wander away from the house, inform the local or military 

law enforcement agency, as well as the fire department or local emergency 

response services. Provide them with a current photo and a description of the 

child. Explain how your child might react if confronted. Be sure to include all 

contact information. Remember to update the photo and contact information 

as necessary. 

You may want to make several copies of this information to have on hand 

in case of an emergency and to take with you when you travel. If you are 

concerned that, despite your best efforts, a child may leave the house 

unobserved, consider installing extra locks or an alarm system. Ask your 

physician for a letter explaining the medical necessity for these modifications 

and bring it, along with a written request, to the installation housing office or 

landlord when asking permission to install extra locks. 

Talk to neighbors about your concerns. Give them your phone number and ask 

them to call if they spot your child leaving the house alone. If a child is deaf 

or blind, contact the installation or local authorities and ask for a sign alerting 

drivers to the presence of a deaf or blind child. 

This is our 

son Michael.

We work very hard 

to keep him safe, but 

sometimes he gets 

out of the house 

without our knowledge. If you see 

him, please call us, as he should 

never be out alone. He is autistic 

and may not respond if you talk to 

him. He may run away from you if 

he is scared. He has asthma and is 

allergic to peanuts and peanut oils. 

If he is having trouble breathing, call 

911 and do not offer him snacks that 

contain peanuts or peanut products. 

Name: Michael Smith

Medical conditions: autism, 

asthma, and peanut allergy

CONTACT INFORMATION

Home phone:

Mother: Mary Smith

Work phone:

Cell phone:

Father: Joe Smith

Work phone:

Cell phone:

Thank you very much.
Page 4:14 DoD Special Needs Parent Tool Kit 

If oxygen tanks are in the home, the local fire department needs to know about 

them. You should also tell the fire department if a child is likely to hide in an 

emergency. If a child is not verbal or has difficulty communicating, consider 

keeping identification and contact information on the child, perhaps on a 

bracelet or sewn into clothing.

Spouse Employment 

Whether you want to work out of financial necessity or to fulfill personal 

career goals, frequent relocation, extended deployments, and other unique 

challenges associated with the military lifestyle can create significant career 

and employment obstacles for military spouses. Having a child with special 

needs brings even greater challenges. 

The DoD has created programs to help. The two main resources are the 

Employment Assistance Program and Military OneSource. These resources 

are designed to offer military spouses assistance in reaching their employment 

and career goals. They also provide tools to help address the unique challenges 

military spouses face when beginning a job search. 

Employment Assistance Program 

This program, which has a slightly different name in each of the Services, 

provides spouses with the tools and skills necessary to identify and actively 

pursue employment that matches well with their needs and skills. Some of the 

services provided include the following: 

■ personalized job skill assessment and career counseling 

■ résumé and cover letter preparation 

■ Internet and printer access

■ information on local employment opportunities 

■ career seminars 

■ assistance with identifying career goals and conducting job searches 

■ information on the impact of relocation on employment and 

coping strategies 

■ support and encouragement

Visit the Spouse Employment section on MilitaryHOMEFRONT at 

www.militaryhomefront.dod.mil/tf/spouseemployment. 
DoD Special Needs Parent Tool Kit Page 4:15

Module 4 | Families in Transition

Military OneSource

In an effort to support military spouses in meeting their personal, education, 

and career goals and finding portable careers, Military OneSource offers the 

following education, career, and financial resources: 

■ MyCareer Exploration — assistance in exploring career interests and 

aptitudes, projected portable career high demand-high growth occupations, 

education and training requirements, and salary projections

■ MyEducation and Training — assistance with making education and 

training choices and programs of study; identifying federal, state, and 

private sources of financial assistance, scholarships, and tuition discounts; 

and identifying licenses, credentials, and testing resources required by high 

growth, high demand portable careers

■ MyCareer Readiness — assistance with development of interview 

skills, résumé writing, job applications, and identification of work 

environment requirements (e.g., virtual, part-time or full-time, child 

care, and transportation)

■ MyCareer Connections — assistance with connecting to employment 

to include unique military spouse federal noncompetitive appointment 

authorities, priority placement within the DoD, local and virtual job fairs, 

and corporate partnerships with military friendly employers

■ MyCAA Program — assistance with the DoD-funded financial assistance 

program designed to support spouses pursuing education, training, licenses, 

or credentials required for a portable career. Military spouses married to active 

duty service members in the pay grades E1-E5, W1-W2, and O1-O2 are eligible 

for the program, as are spouses of National Guard and Reserve Component 

members, if the service member is serving on active duty on Title 10 orders 

Spouses may obtain services by calling (800) 342-9647 or by visiting Military 

OneSource online at www.militaryonesource.com.

Deployment 

Waiting for a loved one to deploy is hard on children as well as spouses. Children 

may not understand why a parent must leave and may fear the parent is leaving 

forever. Because children cannot always express their worries verbally, they tend 

to express them behaviorally. Be sure your children have many chances to express 

how they are feeling. Consider the following to help your family prepare for and 

get through a deployment:

■ Use your own words to help children find theirs. For example, “I don’t 

want Daddy to leave, and waiting for him to leave makes me feel sort of sad 

and worried. Do you ever feel that way?”
Page 4:16 DoD Special Needs Parent Tool Kit 

Talk to your 

children about 

the deployment 

before it occurs. 

Children are quick 

to sense when 

something is 

about to happen 

and will worry 

more when 

information 

is withheld.

■ Explain that although many things will be different, many routines will 

be the same.

■ Use imaginary play to encourage your children to express their feelings. If the 

children play with dolls or animals, try to introduce the idea of one member 

of the doll family leaving. Let the other dolls talk about how they feel.

■ Use a map or a globe to show where the service member parent will be.

■ Use a calendar to show children when the deployment will take place; they 

may not understand what three weeks means.

■ Have a family meeting about ways to keep in touch during the deployment. 

Letters, pictures, tapes, and movies are all good ways to stay connected.

■ Take advantage of social networking sites and voice over Internet 

protocol programs, such as Skype, to video conference.

■ Find the best way for children to mark the end of the deployment. This may 

be making Xs on the calendar or ripping links off a paper chain.

■ Remember that a child may not express his or her feelings. A child may act 

out as a result of unexpressed emotions. Help name these feelings.

■ Conceal strong emotions from children, as seeing extreme behavior in a 

parent can be scary to a child.

■ Remind children that they are still safe, and their deployed parent is still a 

member of the family.

■ Be sure that the departing parent has time with each child before 

deploying. Hug often. Take photos of them together.

■ Make sure the teacher knows about the change in the family dynamics. 

■ Remember to occasionally send children their own letters. Children enjoy 

receiving their own mail! A letter to the family pet will also bring a smile 

to a child’s face.

Help is Available 

If you or your children are having a particularly difficult time adjusting to the 

deployment, counseling is readily available through several sources. Military 

OneSource offers twelve free, in-person counseling sessions per person. 

Sessions are short-term, problem focused, and address a variety of issues that 

are non-medical in nature. Telephone consultations and online consultations 

can be arranged for those unable to attend face-to-face counseling. For more 

information on Military OneSource’s counseling options, visit their website 

at www.militaryonesource.com. TRICARE offers eight counseling sessions 

without a referral from your primary care manager (PCM); more sessions can 

be authorized if necessary. Chaplains can also be a great source of support to 

assist with handling deployment-related issues. 
DoD Special Needs Parent Tool Kit Page 4:17

Module 4 | Families in Transition

The parent at home has a heavy 

load to carry. As a parent of a child 

with special needs, things can be 

difficult enough when both parents 

are available, but now it may seem 

overwhelming. Taking care of yourself 

has never been more important. 

Do not hesitate to contact your 

installation EFMP to ask for respite 

care. Also, review the information 

on respite care options in Module 3, 

TRICARE® Health Benefits. The entire 

family will benefit if the parent at 

home has the chance to recharge his or 

her batteries.

Coming Home 

When the deployed parent returns, children may feel worried and stressed, as 

well as happy and excited. Depending on the child’s developmental level, he 

or she may feel uncomfortable around the returning parent, almost as if he or 

she is a stranger. For some children, even good change is unsettling. Help your 

returning spouse understand that the 

child’s behavior is a reaction to change 

and not a rejection of him or her. 

Make sure children have time to let 

their excitement out with the returned 

parent before having quiet time 

with your spouse; however, once the 

excitement has subsided, schedule time 

to reconnect. Maintaining a strong 

marriage is one of the best things 

parents can do for their children.

Disaster Preparedness

As a military family, you may live 

in places that are prone to natural 

disasters. As a family with special needs, 

you must be prepared for evacuation or 

other emergencies. Careful preparation 

will reduce stress and hardship. 

Remember that you may need more 

time to evacuate than most families.

If you are experiencing financial 

difficulty because of a natural 

disaster or other crisis, your 

military aid society or the 

American Red Cross may 

be able to help.

Army Emergency Relief Society

(866) 878-6378 

•

Navy-Marine Corps 

Relief Society 

(703) 696-4904

•

Air Force Aid Society

(800) 769-8951

•

The American Red Cross

(202) 303-4498

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In case of an 

evacuation, have 

a plan in place for 

your family pets 

and be sure your 

extended family 

knows where to 

find you. 

Consider including the following 

when packing for an evacuation: 

■ thirty-day medication supply 

■ important documents (e.g., 

medical records, insurance 

papers, and birth certificates)

■ enough diapers and clothing for 

seven days 

■ a bed rail 

■ special eating utensils 

■ special food 

■ activities for children (e.g., games, cards, and books) 

■ comfort items 

■ battery-operated flashlight and radio 

■ a current photo and a physical, behavioral, and medical description of your 

child including a list of necessary medications 

■ contact information for your child’s physician

In case of an evacuation, have a plan in place for your family pets and be sure 

your extended family knows where to find you. Mobile phones may not work as 

networks may be overwhelmed. Try sending a text message if you cannot make 

a call.

Service Animals 

Federal law allows guide dogs into emergency shelters. In your packet of 

important papers, be sure to include the dog’s rabies tag and license. 

Remember that in a disaster, the guide dog may become confused and need 

more attention than usual. 

Bring the following when evacuating with a service animal: 

■ food 

■ bowls 

■ records of licensure and rabies shots 

■ disposable bags

Many respiratory illnesses can 

be aggravated by stress. Plan 

to have breathing aids, such as 

inhalers, nebulizers, or oxygen 

tanks, within reach.

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DoD Special Needs Parent Tool Kit Page 4:19

Module 4 | Families in Transition

Power Loss: Plan Ahead 

In times of disaster, extended 

power outages may last for weeks. 

If you live in military housing and 

require electricity for vital medical 

equipment, contact the installation 

EFMP or the housing manager. If 

generators are not available, contact 

your PCM to discuss if your child 

should be moved to a hospital or 

other facility where power is available 

during a disaster. 

Transition to Adulthood 

If your child has been in the special education system for several years, you have a 

good understanding of the IEP process. Transitioning out of school and into postschool activities, such as employment, has a different focus. Instead of identifying 

and working to minimize your child’s challenges, you are looking toward the future 

and exploring what it will take for your child to learn a job or live independently. 

Once a child graduates or leaves the school system, there is no guaranteed program 

to pick up where the Individuals with Disabilities Education Act (IDEA) leaves off; 

however, starting between the ages of fourteen and sixteen, your child’s IEP will 

begin to address the transition process. Transition services are a coordinated set of 

activities that will aid a child with a disability as he or she moves from school to 

post-school activities. These activities should be based on the child’s needs, taking 

into account his or her strengths and interests. 

Your child should be assisted in developing post-school living objectives 

concerning employment, daily living and social skills. Time in school might be 

spent with an emphasis on practical life matters, like reading job applications or 

menus and learning money skills. Ask your child what kind of work he or she 

would like to do. Is it realistic? Is there a compromise that can be made so that 

your child’s desires can be met? Perhaps a child who wants to be a veterinarian 

could work in a veterinarian’s office. 

These transition services should start no later than the first IEP to be in effect when 

the child turns sixteen, and should be updated annually thereafter. Also, no later 

than one year before reaching the age of majority under state law, your child must 

be informed of his or her rights under the IDEA, including any that will transfer to 

him or her upon reaching the age of majority. 

Disability.gov has comprehensive 

information on emergency 

preparedness, response, 

and recovery plans that take 

into account the needs of 

people with disabilities. 

Visit www.disability.gov.

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Centers for 

Independent 

Living advocate 

for people with 

disabilities 

and empower 

them to make 

lifestyle choices 

by promoting 

leadership, 

independence, 

and productivity.

Consider the following options for your child: 

■ College — Whether two or four year, colleges offer opportunities for 

students with disabilities to continue their education. The Americans with 

Disabilities Act (ADA) prohibits colleges from discriminating against 

otherwise qualified students with disabilities. 

■ Continuing and adult education — These courses range from computer 

skills to cooking and offer a way to expand your child’s horizons. 

■ Vocational training — Trade schools typically prepare students for specific 

occupations, such as beautician or electrician, and require a high school 

diploma to attend. 

■ On-the-job training — This short-term training allows a child to learn 

a job while working on site. Many vocational rehabilitation agencies, 

disability organizations, and large companies provide this type of training 

and placement. 

■ Competitive employment — These are mainstream jobs for which your 

child would be paid the going rate. The ADA prohibits discrimination and 

requires the employer to make reasonable accommodations if a person with 

a disability qualifies for the job. 

■ Supported employment — This is paid employment for people with severe 

disabilities, who have a job coach who provides guidance by helping the 

employee improve job skills or meet any other job-related needs. The coach 

is heavily involved at the beginning of employment but is less involved as 

the employee gains skill and comfort.

■ Adult day programs — These programs provide a work environment in 

a supervised setting with other workers with disabilities. Your child will 

usually receive training in life skills and recreation. 

Independent Living 

As a parent, you began teaching your child self-help skills very early in your 

child’s life. Self-advocacy skills are also important. Whenever possible, let the 

child speak for him or herself. Encourage a child to order his or her own food in a 

restaurant, or to explain to a new teacher his or her need to tape record lessons or 

have extra time for assignments.

One of the most important programs for adults, Vocational Rehabilitation 

Services, is available in most states. Vocational Rehabilitation Services include 

planning, assistance, support, and training that help a person prepare for finding 

a job. Contact your state’s Parent Training and Information (PTI) Center 

and ask about public or private programs that help with transition. Contact 

information can be found at www.taalliance.org.
DoD Special Needs Parent Tool Kit Page 4:21

Module 4 | Families in Transition

Special needs 

trusts are 

discretionary 

trusts created 

for people with 

disabilities to 

supplement, 

but not replace, 

public benefits.

It is important to remember that unlike the special education system, a person 

with disabilities is not entitled to free vocational rehabilitation services. A person 

must meet certain criteria, and some agencies also charge fees for their services. 

Because there is no central system of adult services like there is for special 

education, a student and his or her family may need to deal with a complicated 

assortment of adult services and government programs.

Caring for Your Adult Child 

Parents of healthy children can usually plan on their children living independently 

and becoming financially independent. If your child has a life-long disability, you 

will need to plan for both childhood and adult care. Will the child be able to make 

decisions about health care or finances? For an adult child to qualify to receive 

Supplemental Security Income (SSI) or Medicaid, he or she cannot have more than 

$2,000 in assets. How can you ensure a child’s well-being and financial security?

Supplemental Security Income and Medicaid 

The SSI program is a minimum monthly cash payment for the categorically aged, 

blind, and disabled. Eligibility is based on the limitation of assets and should not 

be confused with other Social Security benefits. 

Medicaid provides health care for certain low-income individuals or families with 

disabilities and is frequently tied to SSI approval. Medicaid is not distributed 

in cash; instead, payments are sent directly to health care providers. Some states 

require you to pay a small part of the cost (co-payment) for some medical services. 

Many states have Medicaid programs for people with disabilities, and not all are 

income-based.

The Special Needs Trust 

Special needs trusts are discretionary trusts created for people with disabilities 

to supplement, but not replace, public benefits. This type of trust allows an 

individual with a disability to continue to receive SSI, Medicaid, Section 8 

housing, and other public programs while benefiting from trust fund money. 

SSI is designed to pay for food, clothing, and shelter. Medicaid will pay for 

medical bills. The trust fund can be used for all other needs identified in the 

trust document. The money from this trust can be used to purchase special 

wheelchairs, handicap accessible vans, as well as to pay for vacations, a personal 

attendant, or recreational and cultural experiences. Contact Military OneSource 

for a list of attorneys who are qualified to handle special needs trusts. Do not 

hesitate to act because of concerns about paying for the service. Make some calls 

and explain your situation. Many lawyers will consider reducing their fees or 

allowing payment on a monthly basis for their services. If you think you do not 

have the assets needed to fill a trust, remember that life insurance is an asset, as is 

a home if you own it.
Page 4:22 DoD Special Needs Parent Tool Kit 

While children 

of retirees are 

still entitled to 

health care under 

TRICARE, they 

are not currently 

entitled to ECHO 

or EHHC benefits. 

These benefits 

are reserved 

for active duty 

service members, 

and National 

Guard and 

Reserve members 

activated for more 

than thirty days 

in support of a 

contingency or a 

federally funded 

initiative.

Letter of Intent 

Although a letter of intent is not legally binding, it enables parents to share a variety 

of information with the person designated to care and make decisions for their 

child after they have passed away. This may be the trustee for the special needs trust. 

You may want to include your child’s story in the letter, including a medical history 

and educational background. Describe the child’s favorite activities, foods, and 

people. Include places he or she has gone and places he or she would like to visit. 

Special Care Organizational Record for 

Children with Special Health Care Needs

A tool to help you with your Letter of Intent is the Special Care Organizational 

Record (SCOR) for Children with Special Health Care Needs. Within 

the SCOR, parents can also specify estate information, including financial 

information, advanced directives, life insurance policy information, and 

guardianship. You can download the SCOR from MilitaryHOMEFRONT at 

www.militaryhomefront.dod.mil/tf/efmp/toolbox or order a hardcopy from 

Military OneSource at www.militaryonesource.com. 

Guardianship and Declaration of Incapacitation 

When a child reaches the age of majority, eighteen in most states, it is assumed 

that he or she will be able to make decisions about health, finances, and the 

future. For some children, this is not the case. Once your child reaches the 

age of majority, you will have no control over educational, financial, or healthrelated decisions your child might make. If you are concerned that your child 

will not be capable of making these decisions responsibly, consider petitioning 

your local court for guardianship. Visit MilitaryHOMEFRONT at www.

militaryhomefront.dod.mil/tf/efmp to find information about guardianship. 

Guardianship is a court-approved relationship between a legal guardian and 

the person with a disability. The court will define the guardian’s degree of legal 

authority on behalf of the person with the disability. Detailed documentation 

from a physician will be needed to show that your child is not mentally capable 

of becoming independent. 

Laws concerning guardianship vary from state to state. If you move to another 

state, you may have to reapply for guardianship in the new state. Call Military 

OneSource or stop by your installation legal office to see if they are aware of 

any attorneys willing to do pro bono work.

Identification Cards for Adult Children 

Service member’s unmarried children who are age twenty-one and over, severely 

disabled, and who are disabled due to a condition that existed prior to the 

child’s twenty-first birthday are entitled to TRICARE benefits and are eligible 
DoD Special Needs Parent Tool Kit Page 4:23

Module 4 | Families in Transition

If you are 

considering 

obtaining 

guardianship 

for your child, 

learn about the 

guardianship laws 

in your state and 

begin the process 

well before 

your child turns 

eighteen.

to retain their military identification cards. In the Navy and the Marine Corps, 

this program is called The Incapacitated Dependents Program. In the Army the 

program is called Incapacitated Children Over 21. 

You may use the following points of contact to obtain Service-specific 

information on retaining military identification cards: 

■ Army — (317) 212-1621

■ Marine Corps — (703) 784-9529/30 (If you are retired or a former spouse, 

call (800) 336-4649.)

■ Navy — (888) 332-7411

■ Air Force — (317) 212-0129 

If you are considering obtaining guardianship for your child, you should begin 

the process before your child turns eighteen.

Hospice Care 

Hospice care is available for patients and their families when the patient has been 

given a terminal, life-limiting prognosis. Hospice care provides dignity and comfort 

to the dying. If you live on an installation and your child is in hospice care, ask 

your EFMP manager to arrange a meeting with local law enforcement, your unit 

or installation chaplain, an MTF representative, and hospice service coordinator 

to ensure all parties understand your wishes for your child. Without this meeting, 

military law enforcement or emergency responders may unknowingly try to 

resuscitate your child against your wishes. Module 3, TRICARE® Health Benefits, 

contains detailed information about hospice and long-term care. 

For More Information 

Read or download the other modules of this Parent Tool Kit at 

www.militaryhomefront.dod.mil/tf/efmp/toolbox:

■ Module 1, Birth to Age Three

■ Module 2, Special Education 

■ Module 3, TRICARE® Health Benefits

■ Module 5, Advocating for Your Child

■ Module 6, Resources and Support

For more information about wills, guardianship, and Special Needs Trusts, 

contact The Specialized Training of Military Parents (STOMP) Project at 

(800) 5-PARENT.
Notes
5

DoD Special Needs Parent Tool Kit Page 5:1

Introduction to Module 5 Introduction

As the parent of a child with special needs, you have been working to 

understand your child’s special needs. You may not realize it, but you are 

probably already advocating for your child. Advocacy is learning about your 

child and his or her condition, keeping track of records and correspondence, and 

making sure your child receives the health care and education to which he or she 

is entitled. 

Remember as you advocate for your child that you are the best person to 

decide what your child may need. Talk to other parents, but trust yourself. 

Keep a positive perspective. Understand that while your child may not be 

entitled to every intervention that he or she could benefit from, the health care 

and educational professionals you interact with can help you create positive 

outcomes for your child. 

Effective Communication

Whether you are interacting with your child’s health care provider or the school 

system, effective communication is the cornerstone of successful advocacy. Speak 

clearly, smile when you can, and remember that a pleasant attitude is much more 

productive that a negative one.

Stay Cool, Communicate Clearly 

Good communication includes direct eye contact, an even and modulated 

voice, and open body language. When interacting with medical professionals 

and school personnel, be aware of your emotions. You may be anxious or 

worried. Keep your demeanor as positive as you can. If you are pleasant to work 

with, you will draw more people to your way of thinking. There is a difference 

between being polite to someone and agreeing with him or her. Remaining 

calm, pleasant, and focused can be a challenge for parents who are working 

hard on their child’s behalf. 

If you do not understand or agree 

with what someone has said, 

politely ask, “Did I understand 

you to say that 

?” This can clear up a 

misunderstanding early on or help 

define an area of disagreement. 

Do not be embarrassed to ask for 

further explanation. It is a parent’s 

Advocating for Your Child 
Page 5:2 DoD Special Needs Parent Tool Kit 

Whenever 

possible, address 

your letter to a 

specific recipient, 

rather than “To 

Whom It May 

Concern.” This 

may require a few 

phone calls ahead 

of time.

job to understand as much as possible 

about his or her child’s education and 

medical condition. Look for common 

ground and be sure others know you are 

trying to understand their point of view. 

Thank those who have been helpful. 

Despite the frustration and anger 

you may feel if a situation concerning 

your child is not being resolved as 

you had hoped, remain calm. You do 

not want to be seen as unreasonable, 

inconsistent, or volatile. Angry 

outbursts will undermine your credibility 

and your ability to advocate well. 

Letter Writing 

You may need to write letters for several reasons, such as to request copies of 

school records, to request a meeting, or to document a problem. Some people are 

very comfortable writing, but if you are not, the following tips can help you write 

an effective letter:

■ use clear, everyday language

■ keep it brief

■ state your purpose in the first paragraph

■ explain what action you would like to see

■ finish the letter politely

■ include contact information

Remember that once the letter is mailed, 

you cannot take it back. If you write 

the letter when you are angry, wait 

several days before mailing it. You may 

be rightfully upset, but the expression 

of your anger may hurt your cause (i.e., 

furthering your child’s education or 

ensuring appropriate health care). 

If you do not receive a reply after two 

weeks, write again and include a copy 

of the first letter. If this letter brings no 

response, go higher up the chain 

of command.

Advocacy is a thoughtful 

activity. Parenting is an active 

and emotional activity. Blending 

the two can be difficult. When 

done well, educated, organized, 

and loving parents become 

formidable advocates.

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When you need clarification 

on the information provided 

by health care providers and 

professionals, do not hesitate to 

ask any questions you may have 

to ensure that you understand 

the information.

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DoD Special Needs Parent Tool Kit Page 5:3

Module 5 | Advocating for Your Child

Getting Organized

Corresponding with health care 

agencies and school systems generates 

a lot of paper. To complicate things 

further, military families relocate 

every few years, which means you 

must often navigate through a new 

school system. Each move brings the 

possibility of lost paperwork. You 

will need a system for organizing 

this paperwork because it is a crucial 

component of effectively advocating 

for your child.

For those with only a few papers, 

this might be as simple as a folder to keep letters from the school. Other people 

might have multiple binders. With well-organized records, you will be empowered 

as you go into meetings concerning your child’s health or education. 

Before you begin to organize these files, give thought to your child’s needs. Are they 

primarily physical or educational? How many agencies have individual records for 

your child? Make a list of people and agencies to contact for records if needed. If 

you have a child with special educational needs as well as frequent medical needs, 

consider starting files in two separate binders: medical and educational. 

The Special Care Organizational Record

The Department of Defense (DoD) Special Care Organizational Record (SCOR) 

for Children with Special Health Care Needs is a tool for caregivers, providing 

a central repository for recording and tracking information about their family 

member’s ongoing support and health needs. Families can use their SCOR in a 

number of ways:

■ track changes in medicines 

or treatments

■ list telephone numbers for health care providers and 

community organizations

■ prepare for appointments

■ file information about 

health history

■ share information with primary 

care doctors, school nurses, day 

care staff, and other caregivers
Page 5:4 DoD Special Needs Parent Tool Kit 

Keeping 

organized 

records will help 

you become a 

more effective 

advocate.

Each SCOR can be tailored to the unique needs of your family member. 

For example, the SCOR includes sections for copies of a child’s Individualized 

Family Service Plan (IFSP) or Individualized Education Program (IEP) paperwork. 

Military families can order a hard copy of the SCOR for Children with Special 

Health Care Needs from Military OneSource by calling (800) 342-9647. The hard 

copy of the SCOR also comes with a CD that has the SCOR and the DoD Special 

Needs Parent Tool Kit files included. The SCOR comes in a professionally designed 

binder that has pockets for business cards, receipts, and other important items. 

You can also download a copy of the SCOR from MilitaryHOMEFRONT at 

www.militaryhomefront.dod.mil/tf/toolsforfamilies/scor.

Medical Records 

Medical records can be requested from the military treatment facility (MTF). 

The first copy should be provided free of charge. The policy for receiving copies of 

records varies among facilities, but always make your request for records in writing. 

You may be asked to wait as long as six weeks to receive copies of your records. 

Education File

The education file should contain your child’s education history. Module 2, 

Special Education, contains a sample letter for requesting your child’s education 

records. You may want to start a photo record of your child on or in the binder, 

adding a school picture for each year. When creating the file, consider the 

following sections for organizing information:

■ phone log

■ assessments/evaluations

■ IEP

■ discipline reports

■ report cards/interim reports

■ correspondence to the 

school system

■ correspondence from the 

school system

■ immunizations and pertinent 

health records

■ contact information for service 

providers and agencies

Remember to copy all letters you send to the school and include them in your 

file. Consider using certified mail when corresponding with the school system 

The phone log is an important 

component of your education 

file. The phone log is where you 

will keep notes regarding when 

and with whom you have spoken 

about appointments and health 

care coverage. A few notes 

jotted here will help you keep an 

accurate record.

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DoD Special Needs Parent Tool Kit Page 5:5

Module 5 | Advocating for Your Child

In your phone 

log, include 

the date of the 

conversation, 

the name of 

the person you 

spoke to, and a 

description of the 

conversation.

so there will be no question regarding if and when the school received your 

mail. Do not underestimate the value of an accurate phone log. Follow up 

important conversations with a note thanking the school staff for speaking 

with you. For example, “Thank you for talking with me today about my 

daughter’s education. I understand that you have agreed to [action to be taken] 

by [date]. Please let me know if my understanding is not accurate.” Keep your 

notes from IEP meetings in this file, as well as any in-school suspension slips or 

notes from the school. Keep all documents in chronological order. 

Medical Advocacy

As you adjust to the news that your child has a physical or educational 

diagnosis, you may feel overwhelmed. Many parents react by learning all they 

can about their child’s disability. Talk to your child’s health care provider and 

other professionals who know your child. Write down questions as they occur 

to you during the day, then ask them at the next appointment. Understanding 

your child’s condition may help you know what you can expect. 

It may be empowering to learn all you can, but do not become overwhelmed with 

new information. Take time to adjust to the emotional impact of a new diagnosis. 

Remember that the diagnosis does not define your child. 

Getting the Referral You Need

You and your health care provider can effectively request the equipment or 

specific therapy your child needs. For example, if you need durable equipment for 

your child, work with your health care provider to write a thorough and complete 

description of how the equipment is going to lessen the functional loss caused by 

the disability.

Appealing TRICARE® Decisions

If an application for Extended Care Health Option (ECHO) or ECHO Home 

Health Care (EHHC) is denied, the denial letter will include the specific 

information you need to determine eligibility for appeal. If eligible, information 

on where to send the letter of appeal and time limitations will also be included. 

The appeal process varies depending on the reason for the denial. Even if the 

letter states the decision is not eligible for appeal, you may want to question 

it anyway. Does the letter state the reason for the denial? Is it accurate? Can 

your child’s circumstances be explained more clearly to TRICARE? Ask your 

TRICARE regional contractor why you have been denied. 

Your TRICARE regional contractor can assist you with appeals. You can also 

contact the Beneficiary Counseling and Assistance Coordinator (BCAC) at the 

TRICARE regional office or at your installation MTF. For more information, 

visit www.tricare.mil. 
Page 5:6 DoD Special Needs Parent Tool Kit 

Post a description 

of your problem 

on HOMEFRONTConnections and 

see how other 

families have 

handled similar 

situations.

Early Intervention Services 

Families have legal rights when they participate in Early Intervention Services 

(EIS) provided in accordance with the Individuals with Disabilities Education 

Act (IDEA). These procedural safeguards and due process rights are intended 

to protect the interests of families and children with special needs, as well as 

the early intervention systems. Procedural safeguards are not a separate system 

but part of the provision of EIS. Each right and safeguard relates to your 

family’s experience with EIS and communicates the law’s principles of your 

role as informed members of the early intervention team. Your EIS procedural 

safeguards include the following rights: 

■ Right to confidentiality and release of information — The early 

intervention program cannot share information related to you and 

your child with anyone, unless you give your permission. In addition, 

your permission is needed for the early intervention program to obtain 

information and records from other programs or professionals. 

■ Right to examine records — You have the right to see anything in the 

early intervention program records about you and your child. 

■ Right to prior written notice — You must receive written notice, in 

advance, whenever EIS proposes to begin or change any services. 

■ Right to understand — You have the right to understand information 

about all EIS activities and written records. The early intervention program 

will provide the information in another language or way of communicating, 

if at all possible, so that you can be an informed team member.

■ Right to accept or decline services — All EIS are voluntary. Before 

evaluation or services, you will be asked to give your consent in writing. 

You can accept or decline any or all EIS. If you do not choose to participate 

in one service, it will not affect services you choose to accept. 

■ Right to disagree — You have the right to disagree about any aspect 

of EIS your child and family receive. You also have the right to timely 

resolution of your complaints. 

■ Right to continued services during dispute — You and your child will 

continue to receive the EIS currently being provided during any type of 

dispute resolution. 

Sometimes, parents and providers have different ideas about a child’s EIS. If 

you find that you have a concern or a question, discuss it with your service 

coordinator or provider right away. You can ask to have an IFSP meeting at 

any time to talk about what is working or what may need to change. Talking 

together can solve most disagreements. 
DoD Special Needs Parent Tool Kit Page 5:7

Module 5 | Advocating for Your Child

“As parents, we 

are our family’s 

best advocates.” 

Katrina, mom to 

a daughter with 

Down syndrome, 

Quantico, VA

When a disagreement continues, 

all states and jurisdiction, as 

well as military Educational and 

Developmental Intervention Services 

(EDIS) programs, have a dispute 

resolution process or due process 

procedure. Mediation is generally 

offered as a voluntary first step to 

help you and the early intervention 

program reach an agreement that 

satisfies you both. When informal 

discussions do not work, you may submit a written request for a due process 

hearing. For specific information about state EIS procedural safeguards and 

due process procedures, visit www.nectac.org/topics/procsafe/stateonlinec.asp.

For information about military EDIS procedural safeguards and due process 

procedures, visit www.edis.army.mil/safeguards.htm.

Visit www.militaryinstallations.dod.mil for specific information about your local 

EDIS program.

Educational Advocacy

It is especially important to be aware of the legislation that affects how your 

children with special needs are educated. 

Legislation

Module 2, Special Education, provides detailed information about the IDEA, the 

guiding special education legislation for school systems throughout the United 

States, its territories, and DoD schools. The IDEA ensures that all children with 

special needs have access to a free and appropriate public education (FAPE), that 

the rights of the child and of the child’s parents are protected, and that teachers and 

parents have the necessary tools to help the child meet his or her educational goals. 

Section 504 of the Rehabilitation Act is a civil rights law that protects 

qualified individuals from discrimination based on their disability. It prohibits 

organizations and employees from excluding or denying individuals with 

disabilities an equal opportunity to receive program benefits and services. 

The non-discrimination requirements of the law apply to public schools as 

well as employers or organizations receiving financial assistance from federal 

departments or agencies. These organizations and employers include many 

hospitals, nursing homes, mental health centers, and human service programs. 

Avoid writing directly on original 

documents as you may need 

them for official business in the 

future. Instead, use stick on 

notes for your comments.

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parent

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Page 5:8 DoD Special Needs Parent Tool Kit 

Some children who 

do not qualify for 

special education 

under the 

Individuals with 

Disabilities 

Education Act may 

qualify for help 

under Section 504.

Under this law, individuals with disabilities are defined as the following:

■ persons with a physical or mental impairment which substantially limits 

one or more major life activities

■ people who have a history of, or who are regarded as having, a physical or 

mental impairment that substantially limits one or more major life, such as 

include caring for one’s self, walking, seeing, hearing, speaking, breathing, 

working, performing manual tasks, and learning

Because Section 504’s definition of disability is broader than the IDEA’s 

definition, some children who do not qualify for special education under the 

IDEA may qualify for special help under Section 504. This can be especially 

useful for children with invisible conditions, such as learning disabilities or 

attention deficit hyperactivity disorder. For more information about Section 504 

of the Rehabilitation Act, visit www.militaryhomefront.dod.mil/tf/efmp. 

The Americans with Disabilities Act (ADA) gives civil rights protection to 

individuals with disabilities similar to those provided to individuals on the 

basis of race, color, sex, national origin, age, and religion. It guarantees equal 

opportunity for individuals with disabilities in public accommodations, 

employment, transportation, state and local government services, and 

telecommunications. For more information about the ADA, visit 

www.militaryhomefront.dod.mil/tf/efmp. 

(DoD) Directive 1020.1, “Nondiscrimination on the Basis of Handicap in Programs 

and Activities Assisted or Conducted by the Department of Defense,” prohibits 

discrimination based on disability in programs and activities receiving federal funds 

through DoD. For more information about this Directive, visit www.dtic.mil.

For further information or assistance, contact your state’s Protection and 

Advocacy Agency. The National Disability Rights Network lists state agencies at 

www.napas.org.

The School System

One of the basic principles of the IDEA is that procedural safeguards must be 

in place to ensure the rights of children and their parents are protected and that 

clear steps are in place if there is a disagreement regarding the child’s evaluation, 

eligibility, and instructional program. As a parent, you have the right to be a 

fully participating member of the school team throughout the special education 

process. You are encouraged to play an active role in your child’s education and to 

know your rights within the special education process.
DoD Special Needs Parent Tool Kit Page 5:9

Module 5 | Advocating for Your Child

As an active 

member of your 

child’s special 

education team, 

you have a role 

in shaping his or 

her Individualized 

Education 

Program. For 

more information, 

refer to Module 2, 

Special Education.

Parental Responsibilities

Along with your rights as a parent come responsibilities. By being actively 

involved in the education planning process, you can ensure your child receives the 

services he or she needs to succeed in school and at home:

■ participate in meetings regarding your child and be prepared to discuss 

issues of concern 

■ ask questions to ensure you understand what is happening

■ provide all relevant information needed for planning and 

program development

■ let the school personnel know about any changes in your child’s life, both 

positive and negative, including areas of growth, changes in health and 

medication, and difficulties your child is having 

■ educate yourself regarding the rules and regulations governing special 

education services

If you have any concerns related to your child’s special education program, or 

at some point you disagree with a recommendation made by the school, several 

options exist to help you work effectively with the school to reach a resolution. 

The first step is to talk with your child’s teachers. The school administrator is 

also available to assist in resolving issues at the school level. It is often easiest if 

you can resolve any concerns in the least formal setting. Strategies to assist you in 

facilitating an early resolution before moving to more formal steps in the dispute 

process include the following: 

■ Organize your thoughts. Before going into a meeting, ask yourself 

questions about the big picture. What is my perspective or point of view 

about the actual concern or potential dispute? How does this concern or 

dispute affect my child? What can be done that will improve the situation? 

How can I clarify the points of agreement and disagreement?

■ Consider the other side’s perspective. Listen carefully and try to consider 

the situation from the perspective of the teacher or the school. Give them 

an opportunity to explain their position and be sure you understand what 

they are saying. What is causing the school or teacher to take this position? 

What is getting in the way of resolution?

■ Reframe the issues. Ask yourself how you can restate the problem in a way 

that does not place blame. How can this issue become more manageable? 

How can everyone share responsibility and credit for success?
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Problem Solving 

When the family and school do not agree on some issue affecting the child’s 

education, it is important that both sides discuss their concerns and try to 

compromise. There are several informal approaches parents and school staff can 

use to help resolve the concern. The first option is to review the child’s IEP and 

the second is to hold a facilitated IEP meeting.

Informal Problem Solving

Individualized Education 

Program Review

If you have concerns about your child’s 

rate of progress, services provided, or 

your child’s educational placement, 

you have the right to request an IEP 

meeting at any time. At this meeting, 

you can discuss your concerns with the 

school and, as collaborative members 

of the IEP team, work toward a 

solution that is agreeable to everyone.

The solution reached at the IEP review meeting does not have to be permanent. 

It is not uncommon for IEP teams to agree on a temporary compromise, such as 

to try out a particular plan of instruction or classroom placement, for a certain 

period of time. During that time period, you and the school can see how well the 

temporary compromise addresses your concern. This trial period will help you 

and the school come to an agreement that is comfortable for everyone and still 

meets your child’s needs.

Facilitated Individualized Education Program Meeting

A facilitated IEP meeting is used to help IEP teams reach agreements. This 

meeting includes an impartial facilitator who is not a member of the IEP 

team, but rather is there to keep the team focused on developing the child’s 

program while addressing concerns as they arise. The facilitator helps promote 

communication among the team members and helps support full participation 

of the parent and the school in working towards a solution to the stated concern. 

The facilitator does not impose a decision on the team. He or she clarifies points 

of agreement and disagreement, and models effective communication and 

listening skills for the team members. When disagreements arise, the facilitator 

encourages you and the school to look at new options. Most importantly, the 

impartial facilitator ensures that the meeting stays focused on the child. 

When preparing for either IEP meeting, it is important to think about how 

concerns can be addressed. Ask yourself if there are assumptions that do not seem 

appropriate in this situation, how you and the school can build on each other’s 

It is most effective to 

resolve any concerns in the 

least formal setting possible.

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Module 5 | Advocating for Your Child

Mediation leaves 

you and the school 

in full control of 

the process and 

permits both 

you and the 

school to achieve 

agreements to 

which you are both 

fully committed.

goals and priorities, and what benefits for your child you can anticipate from 

working in partnership with the school.

In the event that concerns are not resolved through these informal approaches, 

you can take further steps to address them, including a formal conference, 

requesting mediation or a due process hearing, and filing a state complaint. 

Contact your school or the local education agency (district office) for information 

on your due process procedures. You can also contact your state Parent Training 

and Information (PTI) Center or your Community Parent Resource Center for 

information on the process for resolving disputes. 

Formal Problem Solving

Conference 

A conference provides you an opportunity to address your issues or concerns 

with a school administrator and your child’s teachers or service providers. These 

conferences and other communications with the school are most productive when 

you can clearly explain your concerns and the changes you are requesting. You 

should work closely with school personnel to clearly define the areas of disagreement 

and possible solutions. When a conference produces mutually agreeable solutions, 

the school will prepare a memorandum for the record outlining the disagreements 

and explaining how the disagreements were amicably resolved. If the conference fails 

to produce a mutually agreeable solution, either you or school personnel may request 

mediation. You may also waive mediation and request a formal due process hearing. 

Mediation

Mediation allows a dispute to be resolved without litigation. When you mediate, 

you have two goals: to resolve the dispute and to protect your relationship with 

the school system. You may request formal mediation with the assistance of a 

neutral third person to help you and the school reach agreement over disputes 

regarding your child’s special education services. Mediation is voluntary and 

conducted at no cost to you. Discussions that occur during the mediation process 

are confidential and may not be used as evidence in any subsequent due process 

hearings or civil proceedings. 

The National Center on Dispute Resolution (CADRE) encourages the use 

of mediation and other collaborative strategies to resolve disagreements. Visit 

CADRE at www.directionservice.org/cadre.

Due Process Complaint 

A due process complaint is a written complaint filed by a parent or a school 

district involving any issue relating to the identification, evaluation, educational 

placement, or provision of a FAPE to a student with a disability. Due process 

complaints must be filed within two years of the issue in dispute, unless the state 

has set a different time limit.
Page 5:12 DoD Special Needs Parent Tool Kit 

Resolution Session (Meeting) 

The IDEA gives you the opportunity to meet with the school to explain your 

due process complaint and gives the school the opportunity to resolve your 

complaint. Within fifteen business days of receiving your petition requesting 

due process (also known as a complaint notice) a school must hold a resolution 

session. This session is a meeting involving you, relevant members of your child’s 

special education team who have specific knowledge of the facts identified in the 

complaint, and a representative of the school system who has authority to make 

a decision concerning your complaint. The resolution session must occur unless 

both you and the school agree, in writing, to waive the resolution session or to 

participate in mediation instead of the resolution session. 

Due Process Hearing 

When conferencing and mediation have failed to satisfactorily resolve a 

disagreement involving your child’s identification, evaluation, placement, IEP, or 

right to a FAPE, you or the school may request a due process hearing.

State Complaint

A state complaint is a written complaint that can be filed by any organization 

or individual claiming that a school district within the state has either violated 

a requirement of Part B of the IDEA (the part that includes all requirements 

regarding the delivery of special education services) or the state’s special 

education laws or regulations. State complaints must be filed within one year of 

the alleged violation.

Independent Education Evaluation

If you disagree with the results of your child’s evaluation, you have the right to 

request an independent education evaluation (IEE) at public expense. An IEE 

is an evaluation conducted by a qualified examiner who is not employed by the 

school responsible for your child’s education. If you ask for an IEE, the school 

must provide you with, among other things, information about where an IEE 

may be obtained. Module 2, Special Education, contains a sample Request for 

Independent Education Evaluation.

The school may grant your request and pay for the IEE, or it may initiate a 

hearing to show that its own evaluation was appropriate. If the school initiates a 

hearing and the final decision of the hearing officer is that the school’s evaluation 

was appropriate, then you still have the right to an IEE but not at public expense. 

If you obtain an independent evaluation at public or your own expense, the 

school will consider that evaluation in any decision made concerning your child’s 

FAPE. However, obtaining an IEE does not mean that the school must make 
DoD Special Needs Parent Tool Kit Page 5:13

Module 5 | Advocating for Your Child

In coordination 

with the classroom 

teacher, you 

can provide 

challenging 

opportunities 

at home that 

will maximize 

your child’s 

achievement level.

a decision consistent with the findings of your IEE. The school must consider 

all available information in making a decision affecting a child’s eligibility, 

placement, IEP, services, or FAPE.

Revocation of Consent for Services 

Parents may unilaterally withdraw their children from special education and 

related services by revoking their consent for the continued provision of all 

services or of a particular service. Your revocation of consent must be in writing. 

Discontinuing services is a change in the child’s educational placement. When 

the school receives the revocation notice, they must notify you in writing before 

ceasing the provision of special education and related services. The notice will 

advise you of the following:

■ changes in placement and services that will result from the revocation 

of consent

■ whether the school believes that the withdrawal of services is inconsistent 

with the best interest of the child

Note: In order to modify the IEP, the special education committee must 

determine the removal of the service will not inhibit the child’s right to a 

FAPE. If there is no agreement, the parent may use the due process procedure 

to seek a different ruling.

■ the date on which the school will terminate the child’s special education 

and related services

■ the child may be disciplined as a general education student and will not be 

entitled to IDEA discipline protections

■ parents maintain the right to subsequently request an initial evaluation 

to determine if the child has a disability and needs special education and 

related services; the child will not receive special education and related 

services until eligibility has been determined

■ the school will not challenge, through mediation or a due process hearing, 

the revocation of consent to the provision of special education or 

related services

Helping Your Child Be a Successful Learner

Children enter school with a natural curiosity for learning and exploring 

their world. Learning experiences should be meaningful and relevant, helping 

children make connections between what is being taught and their own life 

and experiences. You can guide your child in exploring and drawing from 

educational experiences and applying this knowledge to daily life outside of 

the classroom. 
Page 5:14 DoD Special Needs Parent Tool Kit 

Take an Active Interest in Your Child’s Daily Life

Your child will be excited when he or she comes home from school each day. Take 

time to talk with your child about school experiences. Make it obvious that what 

he or she has to say is important. Ask yourself how you can help your child make 

these daily activities meaningful. Ask questions about activities and let your child 

explain what he or she did and how activities were completed. Your enthusiasm 

and interest will result in a positive attitude towards school.

Review Schoolwork

Your child will be proud of his or her schoolwork. Take time to look at it and 

to ask questions about how he or she went about completing it. Praise your 

child and emphasize that he or she should be proud of the work. If the work 

is unacceptable, guide him or her through considering how to make it better. 

Let your child know that making mistakes is normal, and that we should learn 

from our mistakes so that we can do a better job next time. Your child will be 

thrilled when you display his or her work in your home (e.g., hanging papers on 

the refrigerator).

Encourage Curiosity and Motivation

Your child will continue to explore the world and will have questions about daily 

discoveries. Encourage natural curiosity by helping your child find answers to his 

or her questions. Make learning fun and meaningful. If your child sees purpose 

in learning, he or she will be more likely to leap ahead and discover new interests.

Promote Understanding

For your child to fully understand the purpose of learning, he or she needs to 

realize how it applies to his or her own life. Help your child make this connection 

by providing experiences with clocks, money, calendars, following directions, 

reading signs or directions, writing short notes or lists, and word games.

Read, read, and read some more each day!

Be Prepared

Children who are organized are better equipped to learn. Develop clear 

homework habits and provide structure for your child. Set up a daily homework 

schedule. Be sure the work area is well lit and quiet. Having materials readily 

available maximizes learning time. Let your child take responsibility for 

completing homework. If he or she forgets the routine, a reminder is appropriate. 
DoD Special Needs Parent Tool Kit Page 5:15

Module 5 | Advocating for Your Child

“The reality is that 

our children are 

likely to outlive 

us. If we don’t 

give them the 

skills to survive 

when we are 

gone, what are 

we doing?” 

Heather, mom 

to two sons, 

one with Down 

syndrome and 

one with learning 

disabilities, 

Ft. Lewis, WA

Teaching Your Child to Self-Advocate 

As a parent you know how important it is to teach your child as much as possible 

about taking care of him or herself. This may mean teaching personal hygiene, 

how to safely cross a street, or how to avoid a classmate who always causes trouble. 

Teaching self-advocacy is not very different. If we expect our children to grow as 

people, we must give them the chance to speak for themselves and to make their 

own decisions. 

Self-advocacy begins with teaching your child to ask for help and to accept 

responsibility for his or her own actions. Part of this is being an active participant 

in planning his or her life. It means helping your child feel confident enough to 

speak out when something is bothering him or her. This can be practiced at home 

or at school. Self-advocacy can take many forms, such as explaining to a new 

teacher the need to tape record the lesson, informing the waiter that he made a 

mistake on the order, or learning to use public transportation. It can begin with 

letting your child pay for purchases or plan a birthday party. It is very important 

for children with disabilities to develop or improve self-advocacy skills because 

they will need these skills in all life settings.

Benefits Advocacy

In addition to military benefits, your child may be eligible for federal and 

state benefits.

Supplemental Security Income

Supplemental Security Income (SSI) is a monthly payment for those with 

low incomes and few resources who are sixty-five or older, blind, or disabled. 

Children may qualify. If you think you or your child might qualify, visit your 

nearest Social Security Office or call the Social Security Administration at 

(800) 772-1213. If your application is denied, you should consider appealing the 

decision. Keep in mind that the appeal should be timely, no later than thirty days 

from the date of the notice, or ten days if you are requesting benefits during the 

appeal. This is referred to as “aid paid pending.” Be aware that you may be asked 

to repay the benefits if the outcome 

is not in your favor. As you move 

from state to state, keep in mind that 

eligibility requirements vary.

Medicaid 

Medicaid pays for health care for 

some individuals and families with 

low income and few resources. It 

is a national program with broad 

parent

to parent

In many states, eligibility 

for Supplemental Security 

Income qualifies an 

individual for Medicaid.

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guidelines, but each state sets its own eligibility rules and decides what services to 

provide. Keep this in mind as you move from state to state. States can also choose 

to cover other groups of children under the age of nineteen or those who live in 

higher income families.

Many states qualify children under the Tax Equity and Fiscal Responsibility Act of 

1982, also known as the Katie Beckett Waiver or the Home and Community-Based 

Services (HCBS) Waiver. This allows children to qualify without considering their 

parents’ income. To find information on Medicaid and Medicaid waivers in your 

state, visit www.militaryhomefront.dod.mil/tf/efmp/resources. 

Military families struggling with the cost of care for a family member with a 

disability should consider applying for Medicaid and the Home and CommunityBased Services Waiver. Benefits may exceed those offered by TRICARE. 

Influencing Public Law

With day-to-day life as full as it is, keeping track of new and proposed legislation 

may be low on your list of things to do. You, however, have the power to influence 

the legislation that will impact your child’s education, health, and quality of life. 

What can a busy parent do? The first step is to be informed. Many parents find 

online discussion boards to be an invaluable resource for both sharing tips on 

how to get through the day and for becoming informed about public issues that 

may affect their child. Your state PTI Center can also be a great resource for 

current information on issues relevant to you and your family. 

When an important issue surfaces, a quick phone call or a one-page letter to an 

elected official is all it takes to express your opinions and concerns. Elected officials 

pay attention to communications from constituents. Tell your family’s story. If you 

are sending a letter or an email, include a picture of your family. This will put a face 

on the issue for your representative who may know the details of the legislation but 

may need to hear about how it will affect the lives of his or her constituents. 

You can share personal stories about what public education and other 

government services have done for your family. In addition, you can explain your 

child’s need for additional services and funding.

For More Information

Read or download the other modules of this Parent Tool Kit at www.military

homefront.dod.mil/tf/efmp/toolbox:

■ Module 1, Birth to Age Three

■ Module 2, Special Education
DoD Special Needs Parent Tool Kit Page 5:17

Module 5 | Advocating for Your Child

Many parents find 

discussion boards 

to be an invaluable 

resource for 

both sharing tips 

on how to get 

through the day 

and for becoming 

informed about 

public issues 

that may affect 

their child.

■ Module 3, TRICARE® Health Benefits

■ Module 4, Families in Transition

■ Module 6, Resources and Support 

Seek Other Parents of Children with Disabilities

The installation Exceptional Family Member Program (EFMP) can help you find 

other families who have faced similar challenges. Knowing you are not alone 

can be a great comfort. Find contact information for your EFMP by visiting 

MilitaryINSTALLATIONS at www.militaryinstallations.dod.mil. 

HOMEFRONTConnections

HOMEFRONTConnections, a DoD social networking site, provides a 

secure place where military family members with special needs can meet 

and interact online to share experiences, post pictures and videos, write 

blogs, and create discussion boards. Join an existing group or create your 

own. Visit HOMEFRONTConnections at https://apps.mhf.dod.mil/

homefrontconnections.

Find Your State Parent Training 

and Information Center

Each state is home to at least one PTI Center. They serve families of children 

and young adults from birth to age twenty-two with all disabilities: physical, 

cognitive, emotional, and learning. They help families obtain appropriate 

education and services for their children; work to improve education results for 

all children; train and inform parents and professionals on a variety of topics; 

resolve problems between families and schools or other agencies; and connect 

children with disabilities to community resources that address their needs. For 

more information, visit www.militaryhomefront.dod.mil/tf/efmp/resources.

The National Center on Dispute 

Resolution in Special Education 

The National Center on Dispute Resolution in Special Education uses mediation 

and other collaborative strategies to resolve disagreements about special 

education and early intervention programs. To contact CADRE, go to www.

directionservice.org/cadre or call (541) 686-5060 or (541)284-4740 (TTY). 

Books

Military OneSource offers a number of books on advocacy. These books are free 

and can be accessed through their resource library. For more information, visit 

Military OneSource at www.militaryonesource.com.
Notes
6

DoD Special Needs Parent Tool Kit Page 6:1

Introduction to Module 6 Introduction

Life in the military is challenging. When you have a child with special needs 

it can be even more so. Families in the military have an array of resources 

available to them, from within and beyond the military community. Help 

yourself and your family by becoming educated about the support services and 

resources that are available. 

Military Community Resources

Family Centers

Family Centers, which are located on military installations, offer a variety 

of free services and supports designed to assist service members and families 

with the unique challenges of military life. Services may vary according to the 

installation’s size and mission. Services offered may include the following:

■ relocation counseling and lending lockers

■ information and referral services

■ employment workshops

■ volunteer coordination

■ parenting classes

■ individual and family counseling

■ personal financial management

■ spouse education and support programs

■ deployment support

■ family life education and workshops

■ exceptional family member support

The Exceptional Family Member 

Program (EFMP) offers information 

about local organizations, support 

groups, referrals, resource assistance, 

and non-clinical case management 

services for families with multiple, 

complex needs. For more information 

about the EFMP, refer to Module 

4, Families in Transition. To find 

your nearest installation EFMP, visit 

www.militaryinstallations.dod.mil. 

Resources and Support
Page 6:2 DoD Special Needs Parent Tool Kit 

There are 

resources and 

referrals available 

from the Child 

Development 

Center to help 

parents find 

child care when 

arrangements 

cannot be met on 

the installation.

New Parent Support Program

The New Parent Support Program (NPSP) assists expectant and new parents who 

are feeling challenged by the transition into parenthood and may need additional 

support. Services are matched to the individual family’s needs and may include 

home visits, education, counseling, and referrals to other resources on and off 

the installation, including special needs organizations. The NPSP is offered at all 

installations where there are command-sponsored families, but services may vary 

depending on the location. Many NPSPs offer classes on newborn baby care and 

positive parenting/behavior management for both moms and dads. Educational 

materials, such as books and pamphlets, are often available and some programs 

may also have a lending library of various parenting and family life media. For 

more information, contact your installation Family Center or military treatment 

facility (MTF).

Family Advocacy Program

The military community is not immune to personal or family issues. These 

concerns can range from minor stressors and challenges related to the unique 

demands of military life to major difficulties that may place a family at risk for 

domestic abuse or child abuse and neglect. Services and supports are available to 

assist with these issues. The Family Advocacy Program (FAP) sponsors activities 

and services including public awareness briefings, individual and couples 

counseling, crisis intervention, victim advocacy, support groups, and stress 

management and other well-being workshops. FAP services may be found at 

MTF or installation Family Centers. 

Child, Youth, and Teen Programs

Military families face shifting work schedules that are often longer than the 

typical eight-hour day and must be ready to deploy worldwide at a moment’s 

notice. These challenges, coupled 

with caring for a child with special 

needs, can possibly make finding 

quality child care very difficult. The 

Department of Defense (DoD) child 

development system is flexible, yet 

maintains high standards, and includes 

the following services: 

■ Child Development Centers 

(CDC) provide care for children 

six weeks to twelve years of 

age. Some of the Services have 

inclusion teams to determine the 

appropriate accommodations and 

services for your child, and help 

When you receive orders to 

a new duty station, you can 

request and be assigned a 

sponsor before you move. 

Ask your installation Exceptional 

Family Member Program at your 

new duty station for 

a sponsoring family with 

similar special needs.

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Module 6 | Resources and Support

DoD Special Needs Parent Tool Kit Page 6:3

Ask your Child 

Development 

Center about 

summer camps 

and activities. 

You may find 

an array of 

activities for your 

children ranging 

from sports 

camps to fishing 

tournaments.

ensure that your child’s needs can be met in the daycare setting. 

To locate the nearest CDC, visit MilitaryINSTALLATIONS at 

www.militaryinstallations.dod.mil.

■ Family child care homes providing services on the installation are certified 

by the military child development program. These providers deliver critical 

services to service members on shift work, working extended hours or 

weekends, and for those who prefer a home-based environment for their 

children. A family child care home may be the best option for a child with 

special needs who needs the consistency of a single caregiver.

■ Family Centers offer an array of programs that will help your child 

become involved and make friends. Installations often offer sports leagues 

and a center where your child can play ping-pong , video games, or other 

recreational activities.

■ Several installations offer special needs camps and activities. For example, 

Camp Lejeune offers Camp Special Time several weekends a year, giving 

parents some well-deserved time off. Fort Campbell offers Camp We Can. 

Visit your installation Family Center and ask about camps available at your 

installation or in your community. 

School Liaison

School Liaisons network, educate, and work in partnership with local schools to 

advise military parents of school-aged children on educational issues and needs. 

The School Liaison may also assist in solving education-related problems. The 

goals of the program are to identify barriers to academic success and develop 

solutions; promote parental involvement in their children’s education; develop 

and coordinate partnerships in education; provide parents with the tools they 

need to overcome obstacles to education that stem from the military lifestyle; and 

to promote and educate local communities and schools regarding the needs of 

military children. To locate your installation School Liaison, visit 

www.militaryinstallations.dod.mil.

Relief Societies 

Military communities pride themselves on taking care of their own. Relief 

societies exist to help families with unexpected problems or financial 

emergencies. Relief societies provide assistance for the following needs:

■ emergency transportation

■ funeral expenses 

■ disaster relief assistance 

■ child care expenses

■ essential vehicle repairs

■ unforeseen family emergencies 

■ food, rent, and utilities 

■ medical/dental bills 

(patient’s share) 
Page 6:4 DoD Special Needs Parent Tool Kit 

Each Military Service is supported by a private nonprofit charitable organization 

which provides emergency financial assistance to active and retired service 

members and their families:

■ Army Emergency Relief Society 

www.aerhq.org

(866) 878-6378 

■ Navy-Marine Corps Relief Society 

www.nmcrs.org/intfreeloan.html

(703) 696-4904 

■ Air Force Aid Society 

www.afas.org

(800) 769-8951 

Service-sponsored Websites

Each Service sponsors a website that provides information on military family 

quality of life programs. These websites also provide news articles, information 

related to the military lifestyle, and online tutorials:

■ Army OneSource

www.myarmyonesource.com

■ Marine Corps 

Community Services

www.usmc-mccs.org 

■ Fleet and Family Support 

Program 

www.cnic.navy.mil/

CNIC_HQ _Site

■ Air Force Community 

www.afcommunity.af.mil

Do you need to talk?

Military OneSource is available 

to you twenty-four hours a day. 

•

From the United States

(800) 342-9647

•

International Toll Free 

(800) 342-9647

•

International Collect

(484) 530-5908

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Module 6 | Resources and Support

DoD Special Needs Parent Tool Kit Page 6:5

“The Military 

OneSource 

consultant spoke 

to me calmly 

and with a good 

sense of humor, 

and helped me 

find my sense 

of humor. If it 

weren’t for them, 

I probably would 

still be stressing.”

Navy parent 

of child with 

behavioral 

challenges.

Additional Military Resources

MilitaryHOMEFRONT’s Special Needs/

Exceptional Family Member Program Section

MilitaryHOMEFRONT’s Special Needs/EFMP section is the DoD’s official 

website to help service members and their family members who have special needs. 

This site is packed with information on benefits, allowances, and eligibility, and on 

military and civilian resources. Visit www.militaryhomefront.dod.mil/tf/efmp/

resources to find resources to support the following:

■ child care 

■ counseling 

■ deployment 

■ education for family members 

■ legal assistance 

■ moving and relocation 

■ new parent support 

■ personal financial management 

■ spouse employment 

■ transition assistance

Military OneSource

Military OneSource provides information, referrals, and assistance to the 

military community. Accessed by telephone or the Internet, Military OneSource 

provides special needs consultations, research, resources, and materials intended 

to enhance current military services available to families with special needs. 

A Military Education Specialist is available to assist you with issues related to 

educating your children. Services are provided on a scheduled appointment basis via 

telephone and are focused on children with special needs, ages birth to twenty-one. 

Specialty services can be accessed through the main telephone number for Military 

OneSource. All services are free of charge. For more information, visit Military 

OneSource at www.militaryonesource.com.

Military Youth on the Move

Military Youth on the Move reaches out to youth with creative ways to cope 

with issues that arise in the face of a move, such as transitioning to a new 

school, saying goodbye to friends, and getting involved in a new community. 

The website is divided into three primary target audiences: elementary school, 

middle school, and high school. It also includes information specifically 

parent

to parent
Page 6:6 DoD Special Needs Parent Tool Kit 

designed to help parents help their children navigate challenges such as a move, 

a new school, or making decisions about life after high school. Visit Military 

Youth on the Move at http://apps.mhf.dod.mil/myom.

Plan My Move

Plan My Move is a set of online organizational tools designed to make frequent 

moves easier and less disruptive for service members and families. Available tools 

include a customizable calendar, to-do lists, departure and arrival checklists, 

installation overviews, and installation-specific information on a number of 

topics, such as education, transportation, child care, and employment. To use 

this tool visit MilitaryHOMEFRONT at www.militaryhomefront.dod.mil/tf/

movingandrelocation.

MilitaryINSTALLATIONS

MilitaryINSTALLATIONS is the DoD’s official source for installation and state 

resources available to service members and their families. Here, you can find articles, 

photos, major unit listings and contacts for programs and services worldwide. Visit 

MilitaryINSTALLATIONS at www.militaryinstallations.dod.mil.

TRICARE®

TRICARE offers several programs to assist families with special needs. Extended 

Health Care Option (ECHO) offers services, equipment, or supplies beyond 

those available through TRICARE Prime, Extra, or Standard. ECHO Home 

Health Care (EHHC) is also available. EHHC provides homebound family 

members with intensive home health care services. For more information, go to 

www.tricare.mil or see Module 3, TRICARE® Health Benefits.

Federal, State, and Community Resources

The American Red Cross 

Today’s American Red Cross is keeping pace with the changing military. The 

American Red Cross sends communications on behalf of family members, who 

are facing emergencies or other important events, to members of the Military 

Services serving all over the world. Active duty and community-based military 

can count on the American Red Cross to provide access to financial assistance, 

counseling and assistance to veterans, and emergency communications that 

link them with their families back home. Contact the American Red Cross at 

www.redcross.org or (202) 303-4498.

Disability.gov

This website connects people with disabilities to the information and resources 

needed to pursue their personal and professional ambitions. Individuals with 
Module 6 | Resources and Support

DoD Special Needs Parent Tool Kit Page 6:7

disabilities can look here for information about travel, work place support, and 

fair housing. 

The National Center on Dispute 

Resolution in Special Education 

The National Center on Dispute Resolution in Special Education (CADRE) 

encourages using mediation and other collaborative strategies to resolve 

disagreements about special education and early intervention programs. The 

CADRE also offers a spectrum of services including promoting ways to prevent 

conflict and help with early dispute assistance, education about conflict resolution 

options, mediation, resolution sessions, and due process hearings. To contact 

CADRE, visit www.directionservice.org/cadre, call (541) 686-5060 or (541) 284-

4740 (TTY), or fax to (541) 686-5063.

The Supplemental Nutrition Assistance Program 

and Family Subsistence Supplemental Allowance

The Supplemental Nutrition Assistance Program (SNAP), formerly known as 

the Food Stamp Program, is a federally funded, state-administered cash benefit 

program. This program enables low-income families to buy nutritious food with 

Electronic Benefits Transfer cards. SNAP recipients spend their benefits to buy 

eligible food in authorized retail food stores, including the commissary. 

The SNAP is not available for military families stationed overseas; however, 

service members and their families can apply for Family Subsistence 

Supplemental Allowance (FSSA). FSSA is a DoD program intended to replace 

the family’s need for SNAP benefits by increasing a service member’s Basic 

Allowance for Subsistence. Although this allowance targets SNAP families, 

all service members and their families living overseas and stateside may apply. 

The FSSA program is based on 

household income and family size. 

Nothing in the law prohibits service 

members from receiving both FSSA 

and SNAP benefits at the same time; 

however, SNAP will count any FSSA 

benefits as income when determining 

eligibility and allotment amounts. 

For more information, visit www.

militaryhomefront.dod.mil/tf/efmp.

Medicaid

Medicaid is a program that pays 

for health care for some individuals 

and families with low income and 
Page 6:8 DoD Special Needs Parent Tool Kit 

few resources. Medicaid is a national program with broad guidelines, but each 

state sets its own eligibility rules and decides what services to provide. This 

is something to remember when moving from state to state. In most states, 

children who qualify for Supplemental Security Income (SSI) will also qualify for 

Medicaid. States can also choose to cover other groups of children under the age 

of nineteen or those who live in higher income families.

Many states qualify children through programs that allow children with special 

needs to qualify without considering their parent’s income. To find information 

on Medicaid and Medicaid waivers in your state visit www.militaryhomefront.

dod.mil/tf/efmp/benefits. Click on “Federal” for information on Medicaid. 

Medicaid Waivers 

Under Medicaid, the Department of Health and Human Services can waive 

certain federal statutory and regulatory requirements to allow states to adopt 

special “waiver” programs, allowing states to offer home and community-based 

services. These are known as “waiver programs.” There are three types of waivers: 

■ freedom of choice 

■ home and community-based 

■ demonstration 

Home and Community-Based Services (HCBS) waivers are those most 

commonly sought after by military families. These waiver programs enable 

eligible individuals to live, work, and participate in communities of their choice, 

avoid institutionalization, and direct some of their services. Although a person 

with a disability may be eligible, the person may not receive services immediately. 

In fact, the majority of states have waiting lists because the demand for services 

exceeds state and federal funding levels. States are not limited in the number of 

Medicaid waivers services they provide. HCBS waiver programs typically cover a 

broad range of services, to include the following:

■ personal care and assistance — 

activities of daily living, such as 

bathing, toileting, maintaining 

continence, light housework, 

laundry, transportation, and 

money management

■ health-related services — 

skilled and unskilled nursing 

services, such as tube feeding, 

catheterization, and range of 

motion exercises

STOMP offers workshops 

addressing an array of topics. 

Contact them at 

www.stompproject.org or

(800) 5-PARENT (V/TTY).

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Module 6 | Resources and Support

DoD Special Needs Parent Tool Kit Page 6:9

The National 

Dissemination 

Center for 

Children with 

Disabilities 

(NICHCY) 

welcomes 

communication in 

English or Spanish.

■ specialty services — assistive technology, medical equipment and 

supplies, prevocational services, educational services, and supported 

employment services

■ adaptive services — home modifications including ramps, widening 

doorways, retrofitting bathrooms and kitchens, and vehicle modifications, 

such as steering and pedal adaptations

■ family and caregiver supports — respite services, training for caregivers, 

and home health services

■ social supports — support which enables the individual with a disability to 

take part in family and community activities

■ case management and service coordination — access to, and coordination 

of services and supports within and across public and private agencies

If you are receiving Medicaid waiver services, do your research before you relocate 

to see if there is a waiting list for waiver services and how the services differ 

from state to state. You can do this by calling Military OneSource and speaking 

with a Special Needs Specialty Consultant or connecting with other parents or 

disability organizations in the state you are moving to.

Medicare 

Medicare is a basic health insurance program for Americans over the age of 

sixty-five and for those with disabilities. Qualification for Medicare is based on 

the Medicare tax paid through employment; however, a worker’s spouse, minor 

children, and adult children with disabilities may also qualify. To learn more, 

visit www.militaryhomefront.dod.mil/tf/efmp/benefits then click on “Federal” 

for information on Medicare.

The National Center on Education, 

Disability, and Juvenile Justice 

The National Center on Education, Disability, and Juvenile Justice (EDJJ) is 

concerned by the number of youth with disabilities at risk for contact with the 

courts or already involved in the 

juvenile delinquency system. EDJJ 

provides assistance, conducts research, 

and disseminates resources in three 

areas: prevention of school failure and 

delinquency, education and special 

education for detained and committed 

youth, and transition services for youth 

returning to schools and communities. 

For more information, visit www.edjj.

org or call (301) 405-6462.
Page 6:10 DoD Special Needs Parent Tool Kit 

The National Dissemination Center 

for Children with Disabilities

The National Dissemination Center for Children with Disabilities (NICHCY) 

is funded by the Department of Education and offers a wealth of information 

in both English and Spanish. The NICHCY serves as a central source of 

information on the following: 

■ disabilities in infants, toddlers, children, and youth

■ the Individuals with Disabilities Education Act (IDEA), which is the law 

authorizing special education

■ the No Child Left Behind Act (as it relates to children with disabilities)

■ research-based information on effective educational practices 

The center is a valuable resource for all parents of children with special needs and is 

linked to the BrowseAloud text reader. This means all the information on this site 

can be read to you. For more information, visit www.nichcy.org.

Specialized Training of Military Parents

The Specialized Training for Military Parents (STOMP) Project is a Parent 

Training and Information (PTI) Center funded by the Department of Education 

and dedicated to educating and training military parents of children who have 

special education or health care needs. STOMP assists military families by 

providing information, support, and advice. 

Supplemental Security Income

SSI is a federal supplement program that can provide a monthly payment to those 

with low incomes and few resources who are sixty-five or older, blind, or disabled. 

Children may qualify. If you think you or your child might qualify, visit the nearest 

Social Security Administration Office or call (800) 772-1213.

Women, Infants and Children

Women, Infants, and Children (WIC) offers nutritional help to women and 

children who are low-income and nutritionally at risk. This includes women who 

are pregnant, postpartum, or breast-feeding and infants and children up to their 

fifth birthday. WIC provides nutrition education, nutritious foods, and screening 

and referrals to other health, welfare, and social services. 

Service members living overseas may be eligible to participate in the WIC Overseas 

program. For more information about this program, visit www.tricare.mil/

mybenefit/home/overview/SpecialPrograms/WICOverseas.
Notes
Notes
Created for you by the Department of Defense

Exceptional Family Member Program

Providing policy, tools, and resources to further enhance the quality of life of service members and their families.

3rd Edition, September 2011