It should be developed to serve as a working document for teachers and others providing services for a child. It is recommended that the staff review the IEP of each child with a disability more frequently than the minimum once a year to keep the objectives and activities current. It is ideal if a child can be mainstreamed in the full program with modifications of some of the small group, large group or individual program activities to meet his or her special needs and this should be the first option considered. However, this is not possible or realistic in some cases on a full-time basis. The IEP team needs to consider the findings and recommendations of the multi-disciplinary evaluation team, observation and developmental assessment information from the Head Start staff and parents, parental information and desires, and the IEP to plan for the best situation for each child.
Periodic reviews can change the degree to which a child can be mainstreamed during the program year.
For example, a child with autism whose IEP called for part-time services in Head Start in the fall might improve so that by spring the hours could be extended. If Head Start is not an appropriate placement to meet the child's needs according to the IEP, referral should be made to another agency. Helpful specific information based on experience in Head Start is provided in manuals and resource materials on serving children with disabilities developed by ACYF and by technical assistance providers. Every child receiving services in Head Start who has been evaluated and found to have a disability and in need of special education must have an IEP before special education and related services are provided to ensure that comprehensive information is used to develop the child's program. If Head Start develops the IEP, the IEP must take into account the child's unique needs, strengths, developmental potential and the family strengths and circumstances as well as the child's disabilities.