Family-Centered Services
NECTAC Family-Centered Services topic editors: Joicey Hurth
and Lynda PletcherOSEP TA Community of Practice- Part C Settings Services in Natural Environments DocumentsA national workgroup has reached consensus on principles and practices validated through several
research, model demonstration and outreach projects designed to enhance services in natural
environments. The documents are final drafts and were shared at the December 2007 OSEP
National Early Childhood Conference during a session entitled
Key Principles and Practices for Providing Early Intervention Services in
Natural Environments: Reaching Consensus We welcome your comments and ideas for use of these documents. Please let us know of resources you have developed that support the principles and practices. Please send them to Lynda_Pletcher@unc.edu Document 1- Mission and Key Principles for Providing Early
Intervention Services in Natural Environments Document 2- Seven Key Principles: Looks Like/
Doesn’t Look like Document 3- Agreed upon Practices for Providing Early
Intervention Services in Natural Environments |
(PPT: 83kb)
Family-Centered Principles
Family-Centered Principles are a set of interconnected beliefs and attitudes that shape directions of program philosophy and behavior of personnel as they organize and deliver services to children and families. Core to family-centered services is sensitivity and respect for the culture and values of individual family members and each family's ecology, as members define the people, activities and beliefs important to them. The purpose of early intervention is to achieve family outcomes as well as child outcomes. Preschool special education services must include family involvement as well as accomplish child outcomes. Extensive resources about measuring child and family outcomes are available elsewhere on the NECTAC site.
IFSP Process: Planning and Implementing Family-Centered Services in Natural Environments
As described in the regulations (34CFR§§ 303.340-303.346) of Part C of IDEA, parents of infants, aged birth through 2, should be key decision-makers and members of a multidisciplinary team process that develops and implements an Individualized Family Service Plan (IFSP). To optimize an infant or toddler's learning and development and assure the family's capacity to support their child's development, services are to be provided in natural environments (34CFR§§ 303.)
Service Coordination
Each family of an infant or toddler served under Part C is assigned a service coordinator who:
- coordinates the necessary evaluations and assessments,
- facilitates the initial IFSP Meeting and subsequent reviews,
- assists the family in receiving the services and supports described on the IFSP, and
- assures their rights and safeguards.
Families' Role in IEP Development
Families whose preschool children have developmental delays or other special education needs are important participants in the team process for developing an Individualized Education Program (IEP). Programs use a variety of assessment tools and strategies, including information from parents, to gather relevant functional and developmental information to assist in determining eligibility (see 34 C.F.R. §300.304-Evaluation procedures). A team of qualified professionals and the parent(s) of the child are involved in the eligibility decision (see 34 C.F.R. §300.306-Determination of eligibility). The IEP team for each eligible child includes the parents of the child (see 34 C.F.R. §300.321-IEP team) and each public agency must take steps to ensure that one or both of the parents are present at each IEP Team meeting or are afforded the opportunity to participate (see 34 C.F.R. §300.322-Parent participation. Each public agency must also ensure that parents are members of any group that makes decisions on the educational placement of their child (see 34 C.F.R. §300.327-Educational placements).
The following resources describe IDEA 2004 regulatory changes related to IEPs and the IEP process:
- Topic Briefs on IEP developed by Office of Special Education Programs, US Department of Education
- Understanding the IDEA 2004 Regulations: CEC’s Side-by-Side Comparison and Analysis - Individualized Education Programs and Development of the IEP by the Council for Exceptional Children
In accordance with IDEA 2004, A model IEP form was developed by the Office of Special Education Programs, US Department of Education. This model form may be used by schools, but is not required.
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Procedural Safeguards
The procedural safeguards described in IDEA protect the rights of children and families and assure their role as fully informed members of the early intervention or special education team. Should disagreements between family members and service providers arise, multiple methods of problem-solving and dispute resolution, including mediation should be available.
Family Involvement and Leadership
Research has demonstrated that family involvement leads to improved results and enhanced school readiness for young children, including children with special needs [see the Family Involvement Network of Educators (FINE) bibliographies and research digests]. Beyond taking an active role in planning services and promoting their own children's development and learning, family members are actively involved in many leadership roles enhancing the services and the quality of life for young children with special needs. They serve on state and local interagency coordinating councils and task forces, serve as staff to state agencies and local programs, act as trainers, and provide support, networking and advocacy opportunities for other families.
Family Supports
OSEP funds Parent Centers in all states and jurisdictions to assist families with information about services in their states. Each of these centers, as well as the OSEP-funded national TA Alliance for Parent Centers, has many resources and publications to aid families in participating in Part C and Section 619 programs.
Digests and Position Statements\Concept Papers Related to Family Involvement
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Concept Paper: Responsiveness to Family, Culture,Values and Education (2004)
(PDF: 578kb) Division for Early Childhood (DEC)
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Position Statement: Responsiveness to Family Cultures, Values, and Languages (2002)
(PDF: 145kb) Division for Early Childhood (DEC)
- Improving Family Involvement in Special Education - Research Connections No. 9 (2001) ERIC/ OSEP Special Project
- Working with Culturally & Linguistically Diverse Families (2001) Clearinghouse on Early Education and Parenting
- What Do Professionals and Parents Want and Expect from Early Childhood Services? (2003) ERIC/ OSEP News Brief