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ECSE 602: Instructional Programming for Infants and Young Children with Disabilities

Learn about the process of developing Individualized Family Service Plans (IFSPs) for infants and young children with disabilities. Understand the key components of an IFSP, including desired outcomes, family priorities, and natural environments for intervention. Discover the responsibilities of the IFSP team and the steps involved in developing a successful IFSP.

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ECSE 602: Instructional Programming for Infants and Young Children with Disabilities

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  1. ECSE 602: Instructional Programming for Infants and Young Children with Disabilities Developing Individualized Family Service Plan(IFSP) Dr. Y. Xu

  2. The Focus of IFSPs • More process oriented than product focused • Desired outcomes for the child • Family resources, priorities, and concerns • Natural environment Dr. Y. Xu

  3. The IFSP Team • The child’s parent or parents • Other family members as requested by the parent(s) • An advocate or a person outside the family as requested by the parent(s) • The service coordinator • A person or persons directly involved in conducting the evaluations and assessments • As appropriate, persons who will provide services to the child or family Dr. Y. Xu

  4. The IFSP Team • Service coordinator’s responsibilities Examples (Noonan & McCormick, 2006) • Coordinating and monitoring evaluations and assessments • Ensuring that parents actually receive the EI services • Coordinating and monitoring the provision of EI and other services • Continuously seeking and helping the parents find appropriate services • Facilitating and participating in the development, review, and evaluation of the IFSP • Informing families of the availability of advocacy services • Facilitating the development of a transition plan Dr. Y. Xu

  5. IFSP Content [20 USC 1436, Sec. 636(d)] 1. A statement of the infant’s or toddler’s present levels of physical development, cognitive development, communication development, social or emotional development, and adaptive development, based on objective criteria. Dr. Y. Xu

  6. IFSP Content [20 USC 1436, Sec. 636(d)] 2. A statement of the family’s resources, priorities, and concerns relating to enhancing the development of the family’s infant or toddler with a disability. 3. A statement of the measurable results or outcomes expected to be achieved for the child and family and criteria, procedures, and timelines used to determine success or need for modifications. Dr. Y. Xu

  7. IFSP Content [20 USC 1436, Sec. 636(d)] 4. A statement of specific early intervention services, based on peer-reviewed research to the extent practicable, necessary to meet the needs of the infant or toddler and the family, including the frequency, intensity and method of delivering services. Dr. Y. Xu

  8. IFSP Content [20 USC 1436, Sec. 636(d)] 5. A statement of the natural environments in which early intervention services will appropriately be provided, including a justification of the extent, if any, to which they will not be provided in a natural environment. 6. The projected dates for initiation of services and the anticipated duration of services. Dr. Y. Xu

  9. IFSP Content [20 USC 1436, Sec. 636(d)] 7. The identification of the service coordinator 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. Dr. Y. Xu

  10. IFSP Content [20 USC 1436, Sec. 636(d)] 8. The steps to be taken to support the transition of the toddler with a disability to preschool or other appropriate services. Content of the IFSP shall be fully explained to be parents and informed written consent shall be obtained prior to provision of early intervention services. Early intervention services to which consent is obtained must be provided, those to which no consent is given must not be provided. Dr. Y. Xu

  11. Developing IFSPs • Purpose of expected outcomes • To increase the family’s capacity to support the child • To increase the child’s participation in valued activities in natural environments (Noonan & McCormick, 2006) Dr. Y. Xu

  12. Developing IFSPs • Process (Rosenkoetter & Squires, 2000, as cited by Noonan & McCormick, 2006) • Step One • Discuss developmental priorities for the child • Discuss the family’s concerns regarding the child’s development • Discuss preferences for initial intervention activities • Step Two • Gather information about the environments • Gather information about the child development Dr. Y. Xu

  13. Developing IFSPs • Step Three • Implementing the plan: List what various people will do to achieve the outcomes; when and where intervention will take place • Step Four • Evaluation: How they will know if each outcome has been achieved Dr. Y. Xu

  14. Developing IFSPs • Structure of outcome statement • Straightforward • Begins with a statement of what the child will do (as a result of the intervention) • Rationale (why this is important) Dr. Y. Xu

  15. Developing IFSPs • For example, “Jace, a 3-year-old with Down syndrome, will sit in his highchair and feed himself finger foods (dry cereal, pieces of fruit) so that the family can enjoy breakfast together and Jace can become more independent.” (Noonan & McCormick, 2006, p. 61) *For more information on IFSP development, read textbook (Noonan & McCormick) pp.56-62; Xu article (2008). Dr. Y. Xu

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