Individual Family Service Plan (IFSP)
An Individual Family Service Plan (IFSP) is a comprehensive written document designed to outline early intervention services for children under three years of age who have intellectual and/or developmental disabilities. The IFSP emphasizes family involvement in the child's development and outlines the specific resources and support services needed to address the child's unique challenges in cognitive, physical, and social areas. Developed by a team of professionals—including therapists, doctors, and social workers—in collaboration with the family, the IFSP takes into account the child's current functioning levels and sets measurable goals to promote their development.
According to the Individuals with Disabilities Education Act (IDEA), an IFSP is crucial for ensuring that eligible children receive the specialized support they need in the least restrictive environment possible. The plan is reviewed biannually and can be adjusted as necessary, allowing families to remain engaged in the decision-making process about their child's care. As the child approaches age three, the transition to an Individualized Education Program (IEP) begins, which focuses on educational goals as the child prepares to enter school. The process aims to foster a collaborative approach that respects and incorporates diverse family perspectives and needs.
Individual Family Service Plan (IFSP)
An individual family service plan (IFSP) is a written plan that documents the early intervention services that children with intellectual and/or developmental disabilities and their families will receive. Individuals with disabilities, or special needs, typically have developmental delays in cognitive, physical, and/or scholastic skills that may affect their performance in school. These students may need instruction that differs from that of their peers. IFSP is part of the US federal Individuals with Disabilities Education Act (IDEA) designed to provide educational services to children with disabilities. An IFSP is available to children under three years of age. Once a child reaches age three, he or she will transition to an individualized education program (IEP), which outlines long-term educational goals.
Background
President Gerald Ford signed the Education for All Handicapped Children Act, which later became known as the Individuals with Disabilities Education Act (IDEA), in 1975. The purpose of the legislation was to ensure that all children with intellectual and/or developmental disabilities received an education that met their special needs. Prior to this time, children with disabilities faced many challenges to receiving an education. They could be denied access to public schools, placed in segregated classrooms that did not address their needs, or put in regular classrooms with no support.
For a child to qualify for special education classes, professionals such as physicians, specialists, psychologists, and social workers must evaluate the child to determine if a child's disability will hinder educational performance. According to IDEA, a child must have one or more of the following disabilities to qualify for services:
- autism spectrum disorder
- blindness or visual impairment
- deaf-blindness
- deafness or hearing impairment
- developmental delay
- emotional disturbance
- intellectual disability
- multiple disabilities (combinations of disabilities or impairments)
- orthopedic impairment
- other health impairment (such as ADHD)
- specific learning disability (such as dyslexia)
- speech or language impairment
- traumatic brain injury
IDEA mandates that all US states educate students with disabilities and allow parents or guardians to have input regarding their children's education. The schools must provide special education services with specific guidelines to ensure students with special needs receive an education on par with that of their peers. According to IDEA, all children with special needs must be provided with a free and appropriate public education (FAPE) in "the least restrictive environment" possible that is the most like a typical education setting. Schools will provide evaluations and meetings with parents to go over IFSPs and IEPs and offer other services as necessary. The law also provides funding to school districts to support administrations, teachers, and staff in facilitating and implementing IFSPs.
Since its implementation, IDEA has been amended several times to include increased access to education, services for children from birth, and educational transitional plans. IDEA consists of four parts: A, B, C, and D. Part A explains the language of the act. Part B includes the IEP for children ages three years to twenty-one years or age at graduation (whichever comes first). The IFSP for children from birth to age three and their families is included in Part C. Part D provides further information about programs that IDEA is involved with to improve education standards for students with disabilities, and it lists resources and support programs.
Overview
An IFSP is an early intervention plan for children with special needs. The purpose of the IFSP is to involve the family in a child's development plan to ensure the child receives the resources he or she needs. In addition to the family, psychiatrists, neurologists, occupational therapists, physical therapists, speech-language pathologists, physicians, therapists, social workers, developmental specialists, and more may participate in developing the IFSP to ensure the child receives proper services and support.
After a child is approved for services under IDEA, a team of specialists meets with the family to develop a treatment plan for the child. They discuss evaluations of the child, challenges for both the child and the family, and any goals the family has for the child. The family should alert the team to any issues they might have regarding care for the child, including financial restraints, and discuss the family's daily routine and any impact the IFSP process might have on it. Health insurance providers or Medicaid may financially cover some services under the guidelines of IDEA; however, this varies by state. A child cannot be denied needed services if the family cannot pay for them.
Because each state has different programs, IFSPs vary by state but usually include the same general information. Most IFSPs include, but are not limited to, the following:
- a list of names of the people working with the child, including physicians and therapists
- information about the family, such as concerns and what they hope the child will achieve
- details about the child, such as his or her level of functioning (cognitive, communication, emotional, physical, or social development), needs, and goals (also called outcomes)
- a list of services the child will receive to reach his or her goals
The IFSP might list goals such as a child using a sippy cup by himself or herself or a child learning how to articulate certain sounds that he or she is having trouble with as well as all of the services provided to help the child reach these outcomes.
Once the IFSP is established, parents must give consent for services to be rendered. The team will review the plan every six months to determine if goals are being met and to decide if new goals should be revised or added. However, parents can request a review of the IFSP at any time. When the child nears his or her third birthday, the team will meet to begin the transition to the IEP, which consists of long-term learning goals, educational plans, and services for the child as he or she prepares to enter school. Once in school, the child's IEP can be updated and revised as needed to address new concerns and goals.
Bibliography
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