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State and Jurisdictional Eligibility Definitions for Infants and Toddlers with Disabilities Under IDEA
  

A major challenge to state and jurisdictional policy makers in implementing the Early Intervention Program for Infants and Toddlers with Disabilities, Part C under the Individuals with Disabilities Education Improvement Act of 2004 (IDEA, 2004), continues to be determining definitions of developmental delay and criteria of eligibility for services to young children and their families. This paper offers Technical Assistance Providers, Disability Specialists, and Related Service Providers a discussion of how the 50 states and 6 jurisdictions participating in the Part C program define developmental delay in their definition of eligibility for services.

The following article is provided courtesy of The National Early Childhood Technical Assistance Center (NECTAC).

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State and Jurisdictional Eligibility Definitions for Infants and Toddlers with Disabilities Under IDEA

A major challenge to state and jurisdictional policy makers in implementing the Early Intervention Program for Infants and Toddlers with Disabilities, Part C under the Individuals with Disabilities Education Improvement Act of 2004 (IDEA, 2004), continues to be determining definitions of developmental delay and criteria of eligibility for services to young children, birth through 2 years of age, and their families. Under Part C, participating states and jurisdictions must provide services to two groups of children: those who are experiencing developmental delays, and those who have a diagnosed mental or physical condition that has a high probability of resulting in developmental delay. In addition, states may choose to serve children who are at risk of experiencing a substantial developmental delay if early intervention services are not provided.

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“State and Jurisdictional Eligibility Definitions for Infants and Toddlers with Disabilities Under IDEA.” Shackelford, J. NECTAC Notes, Issue No. 21. National Early Childhood Technical Assistance Center. ED/OSERS/OSEP. 2006. English. [PDF, 424KB]