Source: https://www.everycrsreport.com/changes/20140709_R43631_945f90f70407bb96a8de857179a1ab92c4806862__20160516_R43631_aa742f248b652f11e7089ba57575dbddd9dc7d0e.html
Timestamp: 2019-08-19 14:18:03
Document Index: 770807025

Matched Legal Cases: ['art 1', 'art 2', 'art 3', 'art 3', '§1471', '§101', '§1435', '§635', '§1435', '§635', '§1435', '§635', '§303', '§1436', '§636', '§303', '§1436', '§636', '§303', '§1414', '§614', '§1412', '§612', '§303', '§1435', '§636', '§1435', '§636', '§1435', '§636', '§1414', '§614', '§303', '§1437', '§637', '§1439', '§639', '§303', '§1415', '§615', '§1439', '§639', '§303', '§1415', '§615', '§1439', '§639', '§1415', '§615', '§300', '§1439', '§639', '§643']

Changes in The Individuals with Disabilities Education Act (IDEA), Part C: Early Intervention for Infants and Toddlers with Disabilities from July 9, 2014 to May 16, 2016 - EveryCRSReport.com
Changes from July 9, 2014 to May 16, 2016
July 9, 2014May 16, 2016 (R43631)
Figure 1. Number of Children Who Exited Part C: 2011-2012 School Year
by Post-Exit Transition Category: 2013-2014 School Year
Figure C-1. Part C, Infants and Families Program Funding, FY1987-FY2015
Table 3B-1. IDEA, Part C Grants to States: Appropriations from FY2004 to FY2014
Appendix C. Part C Funding, FY1987 to FY2015 Appendix D. Commonly Used Acronyms
The Individuals with Disabilities Education Act (IDEA) is both a statute that authorizes grant programs and a civil rights statute. that support special education services. Under the IDEA, a series of conditions are attached to the receipt of grant funds. These conditions aim to provide certain educational and procedural guarantees for students with disabilities and their families. The grant programs authorized under the IDEA provide federal funding for special education and early intervention services for children with disabilities (birth to 21 years old) and require, as a condition for the receipt of such funds, the provision of a free appropriate public education (FAPE) (i.e., specially designed instruction provided at no cost to parents that meets the needs of a child with a disability) and an accessible early intervention system (a statewide system to provide and coordinate early intervention services for infants and toddlers with disabilities and their families). As a civil rights statute, the IDEA contains procedural safeguards, which are provisions intended to protect the rights of parents and children with disabilities regarding the provision of special education and early intervention servicesThe IDEA also outlines and requires the use of procedural safeguards pertaining to the identification, evaluation, and placement of students in special education services that are intended to protect the rights of parents and children with disabilities. These procedures include parental rights to resolve disputes through a mediation process, and present and resolve complaints through a due process complaint procedure, and through state complaint procedures.
Originally enacted in 1975, the IDEA has been the subject of numerous reauthorizations to extend services and rights to children with disabilities. The most recent reauthorization of the IDEA was P.L. 108-446, enacted in 2004. The 1986 reauthorization of the IDEA created a grants program that would provide early intervention services for infants and toddlers with disabilities and their families, what is now known as Part C, Infants and Toddlers with Disabilities. Funding for Part B of the IDEA, Assistance for Education of all Children with Disabilities, the largest part of the act, is permanently authorized. Funding for Part C, Infants and Toddlers with Disabilities, and Part D, National Activities, was authorized through FY2011. Funding for Part C and Part D programs continues to be authorized through annual appropriations.
Part C of the IDEA authorizes a grant program to aid each state in implementing a system of early intervention services for infants and toddlers with disabilities and their families. In 2012, over 3352014, more than 350,000 infants and toddlers between birth and three years old received early intervention services under Part C of the IDEA. Annual funding to each state for Part C programs is based upon census figures of the number of children, birth through two years old, in the general population. In FY2014, $12.3FY2016, approximately $13 billion was appropriated for the IDEA, $438.5458.6 million of which was appropriated for Part C, representing 3.65% of total IDEA funding.
Part C (Infants and Toddlers with Disabilities) of the Individuals with Disabilities Education Act (IDEA, P.L. 108-446) authorizes a formula grant program for infants and toddlers with disabilities (ages birth through two) and their families. A general purpose of these grants is to aid states in developing and implementing "a statewide, comprehensive, coordinated, multidisciplinary, interagency system that provides early intervention services for infants and toddlers with disabilities and their families."1 In 20122014, more than 335350,000 infants and toddlers received early intervention services under Part C of the IDEA.2
The IDEA is primarily thought of as the nation's special education law, and Part B, which focuses on providing special education and related services to children with disabilities between the ages of 3 and 21 years old, is the largest part of the IDEA both in terms of populations served and funding level. However, the IDEA covers more than special education. The IDEA consists of fivefour parts. Part A contains the general provisions, including the purposes of the act and definitions. The aforementioned largest part, Part B, contains provisions relating to the education of school aged children (the grants-to-states program) and the state grants program for preschool children with disabilities (Section 619).7 Part C, the focus of this report, authorizes state grants for programs serving infants and toddlers with disabilities. Finally, Part D contains the requirements for various national activities designed to improve the education of children with disabilities. Finally, Part E establishes the National Center for Special Education Research and outlines its structure and responsibilities. Appendix A provides a more detailed summary of each of the fivefour parts.
Since 1975, the IDEA has been the subject of numerous reauthorizations to extend services and rights for children with disabilities. The most recent reauthorization was P.L. 108-446 in 2004.8 In the IDEA's 1986 reauthorization, Congress established two programs to provide services to children with disabilities who are younger than school age. Special funding incentives were created for states that made FAPE available for all preschool children with disabilities ages three to five years old in Section 619 of the IDEA Part B. New provisions were also included, in what is now Part C of the IDEA,9 to create a grants program that would provide early intervention services for infants and toddlers with disabilities and their families. At that timeadded a new part related to infants and toddlers with disabilities.9 Known originally as Part H but later changed to Part C,10 this addition extended IDEA programs to infants and toddlers with disabilities from birth to their third birthdays, when children become eligible for services under Part B of the IDEA. In 1986, Congress recognized "an urgent and substantial need" to
11With the exception of two additions, the congressional findings are virtually unchanged in the current authorization of the IDEA. Congress now recognizes "the significant brain development that occurs during a child's first 3 years of life," as a reason Part C of the IDEA is needed, and specifies Part C's intent to "enhance the capacity of State and local agencies and service providers to identify, evaluate, and meet the needs of all children, particularly minority, low-income, inner city, and rural children, and infants and toddlers in foster care."11
Each state's governor is responsible for designating the agency in the state that will serve as the "lead agency" for the early intervention system. Since governors choose the agency they deem most appropriate to serve as lead agency in their states, lead agencies vary from state to state, commonly being found in Departments of Education, Health, or Human Services.1213 Other examples of agencies where a state's lead agency for the early intervention system may be located include the Department of Rehabilitation Services, Department of Public Welfare, Department of Developmental Services, and the Department of Economic Security.1314
Part C of the IDEA defines an "infant or toddler with a disability" as a child who is experiencing a developmental delay or who because of a diagnosed condition has a high probability of experiencing a developmental delay. Thus, the key concept for receipt of early intervention services is developmental delay.1516 States are required to develop and use a "rigorous definition of the term 'developmental delay'"1617 and provide a timely and comprehensive evaluation of each child suspected of having a developmental delay, or a disability which may cause a developmental delay, in one or more of the following developmental areas:
The definition of the term "developmental delay" in Part C of the IDEA is broad, allowing each state to specify both the criteria that constitute a developmental delay in each of the aforementioned five developmental areas and the evaluation and assessment procedures to measure children's development in that area.1718 In addition to serving infants and toddlers with developmental delays, states may serve infants and toddlers who are at-risk for experiencing substantial developmental delays if they do not receive early intervention services.
The main purpose of the public awareness program is to inform parents of infants and toddlers with disabilities about the availability of early intervention services and parents of preschool-aged children about services provided under Section 619 of the IDEA.1819 Part C of the IDEA requires each state to operate a public awareness program to inform state residents about (1) early intervention services available to help eligible infants and toddlers with developmental delays or disabilities; (2) the steps to take to have an infant or toddler evaluated for early intervention eligibility; and (3) who families should contact in the early intervention system, if they have a child who may be in need of early intervention services. To this end, each state's lead agency is responsible for preparing and disseminating information on early intervention services and Section 619 to primary referral sources—those people and institutions most likely to interact with infants and toddlers who may have disabilities. The Part C regulations provide a list of primary referral sources that includes
homeless and domestic violence shelters.19
20The IDEA Part C regulations require that these primary referral sources are provided with certain specific pieces of information. The state's lead agency is responsible for alerting the primary referral sources that early intervention services are available to all infants and toddlers with qualifying disabilities or developmental delays. In addition, primary referral sources must be provided with the following information:20
21A description of the child find system (explained in more detail in the next section of this report) and procedures for referring a child under the age of three for an evaluation or early intervention services; and
Each state must have in effect policies and procedures to ensure that all children with disabilities residing in the state who are in need of early intervention services or special education are identified, located, and evaluated. These policies and procedures are referred to in the statute as "child find."2122 The infants and toddlers covered under child find include those with disabilities who are
An infant or toddler who has been identified as having (or possibly having) a disability or a developmental delay must be evaluated before receiving early intervention services to determine whether the child is a child with a disability and to determine the developmental needs of the child.2223 Either the parent or a member of one of the primary referral sources may request an initial evaluation.2324
A comprehensive child find system is a key component of both Part B2425 and Part C of the IDEA. However, Part C includes several additional child find requirements specific to identifying infants and toddlers with disabilities, who due to their young age are not affiliated with the school system yet and therefore need to be identified for possible services through different mechanisms than their Part B peers. The first additional requirement of a state's Part C child find system is that it must include an efficient system for making referrals to service providers.2526 In addition, each state's child find system must provide for participation by the primary referral sources discussed in the previous section of this report. Finally, Part C requires the referral system to employ "rigorous standards for appropriately identifying infants and toddlers with disabilities for services … that will reduce the need for future services."2627 Referral Activities: Screening, Evaluations, and Assessment
identifying the child's level of functioning in each developmental area;27
In conducting the evaluation, each statewide early intervention system must provide a timely, comprehensive, multidisciplinary evaluation of the functioning of each infant or toddler suspected of having a disability. In general, the lead agency must obtain informed consent from the parent before conducting an initial evaluation.2829 However, parental consent for an evaluation cannot be construed as consent for early intervention services or special education services.2930
A child's records3031 may be used to establish eligibility (without conducting an evaluation of the child) if those records indicate that the child's level of functioning3132 constitutes a developmental delay or that the child has a diagnosed condition that creates a high probability that the child will experience a developmental delay. For example, an infant's medical records are often used to establish eligibility for early intervention, when a baby is born prematurely or diagnosed with a disability at birth.
Once a child is determined to be a Part C eligible infant or toddler, the early intervention system must provide a multidisciplinary assessment of the unique strengths and needs of the child and identify the services appropriate to meet those needs.3233 The assessment of each infant or toddler with a disability must be conducted by qualified personnel who can identify both the child's needs and the appropriate early intervention services to meet those needs. With the parents' consent, early intervention services may start prior to the completion of the assessment.33
Assessment of the child must include
the identification of the child's needs in each of five developmental areas.34
Family-directed assessment must
The IDEA Part C family-directed assessment must be conducted by qualified personnel in order to identify the family's resources, priorities, and concerns and the supports and services necessary to enhance the family's capacity to meet the developmental needs of their infant or toddler with a disability. The family assessment and the child assessment may be conducted together or separately depending on the needs of the family. Assessments and other evaluation materials used to assess a child must be selected and administered so as not to be discriminatory on a racial or cultural basis. In addition, all assessments and evaluations of both children and their families must be provided and administered in the family's native language unless clearly not feasible to do so.36
Every child who is found eligible for early intervention services is required to have an individualized family services plan (IFSP) developed within a reasonable time after the assessment is completed. Like the IEP,3738 its counterpart for children with disabilities ages 3 to 21 years old, the IFSP is a plan developed by a multidisciplinary team, including the child's parents, which outlines the early intervention services the child is going to receive. However, IFSPs differ from IEPs in much the same way the early intervention assessment process differs from the special education assessment process—IFSPs focus not only on the infant or toddler's needs but also on the needs, priorities, and concerns of other family members regarding the child.
measurable results or outcomes expected to be achieved for the infant or toddler and the family;38
a statement of the natural environments (e.g., home or community setting) in which early intervention services will be provided to the infant or toddler, or, if any services will not be delivered in a natural environment, a justification for why not;39
the name of the service coordinator overseeing the implementation of the IFSP;4041 and
the steps to be taken to support the transition of the toddler with a disability to preschool or other appropriate services.41
42The IFSP must be fully explained to the parents, and their suggestions must be considered. In addition, a parent must give written consent for each proposed service. If a parent or guardian does not give his or her consent in writing for a particular service, the child will not receive that service.
The timeline for all the procedures leading up to and including the writing of the IFSP is short (45 days) for the same reasons. In comparison, twice as long (90 days) can elapse from the time a parent provides permission for their child to be evaluated for Part B special education services until the time the child's initial IEP is written.4243 The Part C 45-day time clock starts running when the lead agency or early intervention services provider receives a referral about an infant or toddler with a suspected disability or developmental delay, and within that 45-day timeframe, the early intervention system must complete the steps discussed thus far to prepare the child for early intervention services:
screening,4344
writing the IFSP (if the child has been found eligible).44
45There are two exceptions to the 45-day timeline: (1) if a child is referred less than 45 days prior to his or her third birthday, the lead agency is not required to evaluate the child,4546 and (2) if the parent has not provided consent to the initial screening, evaluation, or assessment of the child, despite documented, repeated attempts to obtain parental consent.
Transition services are services that help a toddler with a disability and his or her family transition from the child's early intervention program under Part C of the IDEA to the child's next program or services, or help them prepare for the end of services under the IDEA. Every toddler with a disability receiving Part C services must have a transition plan in place, at the earliest 9 months and at the latest 90 days, before their third birthday. The transition plan must outline the transition services he or she is to receive. The transition plan is part of a child's IFSP, not an additional document. The transition services outlined in the transition plan may be designed to help the toddler and his or her family (1) transition into a Part B program, (2) continue in an extended Part C program,4647 or (3) prepare for the end of services under the IDEA, if the child is no longer eligible to receive Part C or Part B services.
Each state must provide a description of the policies and procedures to be used to ensure a smooth transition for toddlers receiving early intervention services under Part C to preschool, school, other appropriate services, or out of early intervention, in the application and assurances they submit to the Secretary in order to receive Part C funds.4748 States must delineate
how the lead agency will (1) notify LEAs when each child will shortly reach the age of eligibility for preschool services under Part B; (2) convene a conference among the lead agency, the family, and the LEA, between 9 months and 90 days before the child is eligible for preschool services, to discuss any such services that the child may receive; and (3) in the case of a child who may not be eligible for preschool services, convene a conference among the lead agency, the family, and providers of appropriate services for children who are not eligible for preschool services under Part B,4849 to discuss the appropriate services that the child may receive.
Figure 1. Number of Children Who Exited Part C: 2011-2012 by Post-Exit Transition Category: 2013-2014 School Year
Source: Calculations by CRS based on data from the IDEA Data Center, 2011-12Section 618 Data Products: State Level Data Files, 2013-14 IDEA Part C Exiting, https://www.ideadata.org/tools-and-productshttp://www2.ed.gov/programs/osepidea/618-data/state-level-data-files/index.html#ce.
Notes: Total number of children exiting Part C was approximately 343336,000. This tablefigure reflects only data on reasons children exited Part C thatthose exiting children whose reasons for exiting included the environments they would transition to when they turned three years old. Other categories reported to the Office of Special Education Programs (OSEP) in the U.S. Department of Education but not shown here include Attemptsattempts to contact unsuccessful, Deceased, Moveddeceased, moved out of state, Part B eligibility not determined, and Withdrawalwithdrawal by parent. "Continued in Part C" refers to children whose families requested they continue receiving Part C services when their child turned three years old, and would normally transition to Part B services. This option sometimes occurs when services are only expected to last a month or two into a child's third year, at which point they will stop receiving any IDEA (Part C or Part B) services by parent.
Figure 1 displays the most recent state reported data on the programs or services children receiving early intervention services transition to when they turn three years old. The columns on either end of the chart (Part B eligible and Continued in Part C) represent children who were determined to continue to have disabilities or developmental delays that require IDEA intervention services. The two inner columns (Not Part B eligible and IFSP complete) represent children who no longer qualified as having a disability or developmental delay after receiving early intervention services and were transitioning out of Part C by their third birthday. Over one-third (36.6%) of the 223,821 children represented in Figure 1 no longer required IDEA services by the time they turned three years old.49
Procedural safeguards5051 are provisions protecting the rights of parents of infants and toddlers with disabilities and the infants and toddlers themselves regarding appropriate early intervention services. The various types of procedural safeguards include parental rights to
continue receiving5556 appropriate early intervention services for their infant or toddler, during the pendency of any proceeding or action involving a complaint filed on their family's behalf.
The most primary of the procedural safeguards may be the right to prior written notice of any changes to a child's early intervention services. Prior written notice, delineating the list of procedural safeguards highlighted above, must be provided to parents within a "reasonable" time before the lead agency or an early intervention services provider proposes, or refuses, to initiate or change the identification, evaluation, or placement of an infant or toddler, or the provision of early intervention services to an infant or toddler with a disability.5657 If an infant or toddler is not found eligible for early intervention services, the lead agency must provide the parent with prior written notice that includes information about the parent's right to dispute the eligibility determination through dispute resolution mechanisms, such as requesting a due process hearing, mediation, or filing a state complaint.
Mediation5758 is a process of resolving disputes initiated by either the parent or the local service provider involving any matter under the IDEA including those under Part C. It is a way of resolving complaints without the formal due process hearing, discussed below. Either a parent or a local service provider can initiate the mediation process, which must be voluntary for each party. Mediation must be conducted by a qualified and impartial mediator who is trained in effective mediation techniques. The cost of the mediation process is borne by the state. The state cannot deny a family or service provider the opportunity for mediation. However, either party can refuse to participate in mediation, requiring the remaining party to pursue due process or state complaint procedures to resolve their dispute.
The Part C due process complaint procedure begins with filing a due process complaint, which is in effect a request for a due process hearing, on matters relating to the identification, evaluation, or assessment of an infant or toddler with a disability, or the provision of appropriate early intervention services to the infant or toddler. Generally, unless the state's lead agency or the local service provider and the parent otherwise agree, the infant or toddler must continue to receive the appropriate early intervention services in the setting identified in his or her IFSP pending the outcome of the due process complaint procedures or of a court proceeding.5859
A parent, early intervention service provider, or lead agency may file a due process complaint. The due process complaint must allege a violation that occurred not more than one year prior to the date that the complaint is received by the lead agency.5960 Each lead agency must ensure that, not later than 30 days after the receipt of a parent's due process complaint, the due process hearing is completed and a written decision mailed to each of the parties.6061 The due process hearing is conducted by an impartial hearing officer.6162 Any party aggrieved by the findings and decision issued pursuant to a due process complaint has the right to bring a civil action in state or federal court.62
The Part B due process regulations contain additional steps and procedures that states which elect to use them must follow.6364 U.S. Department of Education officials suggest that the requirement that states that chose to implement Part B due process procedures for hearings involving children served under Part C abide by additional procedures, explains a large part of why many more states choose to adopt Part C due process procedures rather than adopt Part B due process procedures.6465 In 2011, 13 states, Guam, and the District of Columbia2013, 15 states, the District of Columbia, Guam, and the Northern Marianas Islands reported exercising the option to adopt the Part B due process procedures, while the remaining 3735 states, Puerto Rico, American Samoa, and the U.S. Virgin Islands reported adopting the Part C due process procedures (see Table 1 for a complete listing).65
States and Outlying Areas Using Part B Due Process Procedures
States and TerritoriesOutlying Areas Using Part C
FloridaGuam
MinnesotaNebraskaNevada Northern MarianasOhioNebraska
Source: Table prepared by CRS. Information collected from Lead Agencies' 20132015 Annual Performance Reports (FFY 20112013) to the U.S. Department of Education Office of Special Education Programs (OSEP) by the national Center for Appropriate Dispute Resolution in Special Education (CADRE).
In some states that adopted the Part B due process procedures, the Part C lead agency is the SEA. In such states, the SEA administers both Parts B and C of the IDEA. In addition, in some states that use the Part B due process procedures, children receiving services under Part C of the act are also entitled under state law to some of the principal protections afforded to children under Part B, primarily the right to receive a free and appropriate public education (FAPE). These states provide parents with procedural protections under both Parts B and C of the IDEA.66
State Complaint Procedures67
The due process complaint procedures and the State complaint procedures are separate and distinct. The State complaint procedures remain a viable alternative to the due process procedures for parents to resolve disputes with public agencies in a less formal and more cost effective manner.68
Unlike requests for mediation or for complaints filed under due process procedures, where only a parent, early intervention service provider, or a lead agency can file a complaint, a state complaint can be filed by any organization or individual, including those from another state. State complaint procedures must ensure that complaints will be resolved within 60 calendar days from the date the complaint is filed unless an extension is permitted.69
The IDEA consists of four parts. Part A contains general provisions, including the purposes of the act and definitions that apply to the entire act. Part B contains provisions relating to the education of school aged children (the grants-to-states program) and state grants program for preschool children with disabilities (Section 619).70 Part C, the focus of this report, authorizes state grants for programs serving infants and toddlers with disabilities. Finally, Part D contains the requirements for various national activities designed to improve the education of children with disabilities. Table 2 shows the structure and funding of the IDEA. Appendix A provides a more detailed summary of each of the four parts.
While funding for Part B, Assistance for Education of all Children with Disabilities, is permanently authorized, the 2004 reauthorization of the IDEA authorized funding for Part C, Infants and Toddlers with Disabilities, and Part D, National Activities, through FY2010. These authorities were automatically extended for an additional fiscal year by the General Education Provisions Act (GEPA).71 Funding for Part C continues to be authorized through annual appropriations. In FY2014, $438.5FY2016, $458.6 million was appropriated for Part C, representing 3.5% of total IDEA funding. Appendix B provides the amounts appropriated for Part C each year since the 2004 reauthorization and Appendix C displays funding levels for Part C in both actual and constant dollar amounts from the program's first year of funding in FY1987 through FY2015. Annual funding for each state for Part C programs is based upon each state's relative share of the general population birth through two. The IDEA is administered by the Office of Special Education Programs (OSEP) in the Office of Special Education and Rehabilitative Services (OSERS) in the Department of Education (ED).
$11,82612,281,086a
$225227,133
$12,489,717
Source: Table prepared by CRS. Funding amounts are from Department of Education budget tables for FY2014FY2016.
a. Of this amount, $353368.2 million, or 32.8% of the total IDEA FY2014FY2016 appropriation, was appropriated for the state grants program for preschool children with disabilities (Section 619).
Of the funds appropriated for Part C of the IDEA, the Secretary may reserve no more than 1% of the appropriation for the outlying areas,72 and must reserve 1.25% of the appropriation for tribes, tribal organizations, and consortia of those groups for the provision of early intervention services on reservations.73 The remaining Part C funds are allocated to the 50 states, the District of Columbia, and Puerto Rico according to the ratio of infants and toddlers in each state to the number of infants and toddlers in all states. The minimum allotment for each state is either $500,000 or one-half of 1% of the total Part C funds allotted to the states, whichever is greater. If the appropriation for Part C is reduced to a level insufficient to pay the full amounts that all states are eligible to receive in a given year, the Secretary must ratably reduce the states' payments, meaning the reduction will be proportionately reflected in the allotment for each state.74
The IDEA state expenditure requirements are aimed at increasing overall early intervention spending, rather than substituting federal funds for early intervention spending at the state and local levels. Supplement, not supplant (SNS) requirements generally prohibit a state or lead agency from using IDEA grants to provide services, purchase equipment, and so forth, that state, local, or other federal funds currently provide or purchase or, in the absence of the IDEA funds, that those other funds would have provided or would have purchased. Both states and lead agencies must use IDEA funds to supplement state, local, and other federal funds and not to supplant them.75
The general purpose of Part C is to aid each state in creating and maintaining "a statewide, comprehensive, coordinated, multidisciplinary, interagency system that provides early intervention services for infants and toddlers with disabilities and their families."76 The provisions in Part C require that services focus on children from birth through age two who are experiencing or have a high probability of experiencing "developmental delay" (as defined by the state) with respect to physical, mental, or other capacities, and on their families.77 Services are detailed for each child and his or her family in an Individualized Family Service Plan (IFSP). Services are to be provided, to the maximum extent feasible, in "natural environments," including the home, with other infants and toddlers who are not disabled. Under the provisions of Part C, states are required to identify a state lead agency, which might be the state educational agency (SEA) but could be other state agencies, to coordinate the program.
Part D—National Activities to Improve Education of Children with Disabilities78
Under Subpart 1, state personnel development grants are authorized. These grants assist SEAs "in reforming and improving their systems for personnel preparation and professional development in early intervention, educational, and transitions services."79
Under Subpart 2, a competitive grants program is authorized through which grants are made to entities such as SEAs, local education agencies (LEAs),80 institutions of higher education (IHEs), and nonprofit organizations for personnel development to help ensure that there are adequate numbers of personnel with skills and knowledge needed to help children with disabilities succeed, for technical assistance and dissemination of material based on knowledge gained through research and practice, and for studies and evaluations.
Under Subpart 3, a competitive grants program is authorized through which grants are made to nonprofit organizations for parent training and information centers, which provide parents of children with disabilities with needed training and information to work with professionals in meeting the early intervention and special education needs of their children.81 Also, under Subpart 3, competitive grants are authorized for entities such as SEAs, LEAs, IHEs, and nonprofit organizations to support research, development, and other activities that promote the use of technology in providing special education and early intervention services.82
Table 3B-1. IDEA, Part C Grants to States: Appropriations from FY2004 to FY2014FY2016
Source: Table created by CRS based on FY2004 to FY2014FY2016 appropriation data from the United StatesU.S. Department of Education.
Appendix C. Part C Funding, FY1987 to FY2015
Funding in millions, shown in actual and constant FY2015 dollar amounts
Appendix C. D. Commonly Used Acronyms
20 U.S.C. 1431 (b)(1), P.L. 108-446
Data Accountability Center, Number of infants and toddlers ages birth through 2 and 3 and older, and percentage of population, receiving early intervention services under IDEA, Part C, by age and state: Fall 2011 (Table C1-1), September 2012, http://tadnet.public.tadnet.org/pages/712
For more information on each of the factors that contributed to the enactment of P.L. 94-142, see CRS Report 95-669, The Individuals with Disabilities Education Act: Congressional Intent (pdf), by [author name scrubbed].
20 U.S.C §1471, P.L. 99-457 §101, "Addition of a New Part Related to Handicapped Infants and Toddlers." 10. The reauthorization of the IDEA in 1997 changed Part H to Part C.
According to a 2014 list compiled by the Early Childhood Technical Assistance Center (http://ectacenter.org/partc/ptclead.asp), 28 state lead agencies are led or co-led by their state's Health Department, 15 by their state's Department of Education, and 12 by the Department of Human Services or Resources.
Early Childhood Technical Assistance Center. (2014, April). ECTA Center List of Part C Lead Agencies as of April 2014. http://ectacenter.org/partc/ptclead.asp.
20 U.S.C §1435(a)(1), P.L. 108-446 §635(a)(1). Information on states' definitions of developmental delay can be found at Early Childhood Technical Assistance Center (2014). States' Part C Rules, Regulations and Policies., http://www.ectacenter.org/partc/statepolicies.asp
For more information on states' criteria for Part C eligibility see Sharon Ringwalt, Summary Table of States' and Territories' Definitions of/Criteria for IDEA Part C Eligibility, NECTAC, the National Early Childhood Technical Assistance Center, Chapel Hill, NC, June 1, 2012, http://www.nectac.org/~pdfs/topics/earlyid/partc_elig_table.pdf.
Timelines must be included in the state's system for making referrals to service providers to ensure its efficiency. 20 U.S.C. §1435, P.L. 108-446 §635 (a)(5)
20 U.S.C. §1435, P.L. 108-446 §635 (a)(5)
Records in this instance refers to either medical or other relevant records, 34 C.F.R. §303.321(a)(3)(i)
20 U.S.C §1436(a)(1), P.L. 108-446 §636(a)(1) and 34 C.F.R. §303.321(c)(1)
20 U.S.C §1436, P.L. 108-446 §636 and 34 C.F.R. §303.321(c)(2)
The developmental areas that must be evaluated are physical development, cognitive development, communication development, social or emotional development, and adaptive development. 37. 20 U.S.C. §1414, P.L. 108-446 §614 (b)(3)(A) and §1412, P.L. 108-446 §612 (a)(6) and 34 C.F.R. §303.321(a)
These include "pre-literacy and language skills, as developmentally appropriate for the child, and the criteria, procedures, and timelines used to determine the degree to which progress toward achieving the results or outcomes is being made and whether modifications or revisions of the results or outcomes or services are necessary." (20 U.S.C. §1435, P.L. 108-446 §636 (d)(3))
The service coordinator must be selected "from the profession most immediately relevant to the infant's or toddler's or family's needs (or who is otherwise qualified to carry out all applicable responsibilities under this part) who will be responsible for the implementation of the plan and coordination with other agencies and persons, including transition services." (20 U.S.C. §1435, P.L. 108-446 §636 (d)(7))
20 U.S.C. §1435, P.L. 108-446 §636 (d)
Up to 30 days is allowed for an IEP team to be convened and draft the initial IEP for a child receiving special education; and up to 60 days is allowed to evaluate a child for special education services. (20 U.S.C. §1414, P.L. 108-446 §614 (c)(i))
Instead, if the child may be eligible for services under Part B of the IDEA, the lead agency, with parental consent, is required to refer the child to the Part B program. 34 C.F.R. §303.209(b)(1)(iii)
20 U.S.C. §1437, P.L. 108-446 §637 (a)(9)
The total number of children exiting Part C in 20122013-2014 was approximately 343336,000. The difference between the total number and the number in Figure 1 (approx. 79118,000) was due to the exclusion of categories such as "Attempts to contact unsuccessful" and "Deceased," "Part B eligibility not determined," and "Withdrawal by parents." If all categories were included, the percentage of students who no longer required IDEA services by their third birthday would be 24%.
For information on the legal issues pertaining to procedural safeguards, including burden of proof, parental rights, attorneys' and expert witness fees, see CRS Report R40690, The Individuals with Disabilities Education Act (IDEA): Statutory Provisions and Recent Legal Issues, coordinated by Cynthia Brougher[author name scrubbed]. 20 U.S.C. §1439, P.L. 108-446 §639(, and 34 C.F.R. §303.405
Part C extends procedural safeguards for children in Part B to "Procedures to protect the rights of the infant or toddler whenever the parents of the infant or toddler are not known or cannot be found or the infant or toddler is a ward of the State, including the assignment of an individual (who shall not be an employee of the State lead agency, or other State agency, and who shall not be any person, or any employee of a person, providing early intervention services to the infant or toddler or any family member of the infant or toddler) to act as a surrogate for the parents." (Part B: 20 U.S.C. §1415(d), P.L. 108-446 §615(d). Part C: 20 U.S.C. §1439(a), P.L. 108-446 §639(a)(5) and (6), and 34 C.F.R. §303.422)
Part C extends "The right of parents to use mediation in accordance with section 615, except that—(A) any reference in the section to a State educational agency shall be considered to be a reference to a State's lead agency established or designated under section 635(a)(10); (B) any reference in the section to a local educational agency shall be considered to be a reference to a local service provider or the State's lead agency under this part, as the case may be; and (C) any reference in the section to the provision of a free appropriate public education to children with disabilities shall be considered to be a reference to the provision of appropriate early intervention services to infants and toddlers with disabilities." (Part B: 20 U.S.C. §1415(e), P.L. 108-446 §615(e). Part C: 20 U.S.C. §1439(a), P.L. 108-446 §639(a)(8))
Part C extends "The right of parents to use mediation in accordance with section 615, except that—(A) any reference in the section to a State educational agency shall be considered to be a reference to a State's lead agency established or designated under section 635(a)(10); (B) any reference in the section to a local educational agency shall be considered to be a reference to a local service provider or the State's lead agency under this part, as the case may be; and (C) any reference in the section to the provision of a free appropriate public education to children with disabilities shall be considered to be a reference to the provision of appropriate early intervention services to infants and toddlers with disabilities." (Part B: 20 U.S.C. §1415(e), P.L. 108-446 §615(e) and 34 C.F.R. §300.506 (2010). Part C: 20 U.S.C. §1439(a), P.L. 108-446 §639(a)(8))
Information collected from Lead Agencies' 2013 Annual Performance Reports (FFY 2011) to the U.S. Department of Education Office of Special Education Programs (OSEP) by the national Center for Appropriate Dispute Resolution in Special Education (CADRE).
If additional funds become available for making payments for a fiscal year in which payments to states were ratably reduced, the allotments that were reduced must be increased on the same basis the allotments were reduced. §643(c)(3)