Assignment:
1. Kimberly
Discussion Board
1. How do the procedures for developing IFSPs differ from those for IEPs, and what are the key considerations in implementing each? Need Assignment Help?
Although IFSPs and IEPs both aim to support children with disabilities, the procedures for developing them reflect two different but connected systems: early intervention (birth-3) and special education (3-21). An IFSP is built around the whole family, typically developed through a highly collaborative, routine-based process that begins by learning about the child's strengths and the family's priorities in everyday life (Cook et al., 2020). The team-which usually includes the family, service coordinator, and relevant specialists-works together to write functional outcomes that fit naturally into daily routines, such as mealtimes or play, and to decide on services that can be delivered in the child's typical environments (Cook et al., 2020; IamDeidreM, 2024). In contrast, IEP procedures are more school- and instruction-focused. The IEP team (which includes parents, general and special education teachers, a school representative, and others as needed) follows a structured process: reviewing evaluation data, identifying present levels of performance, documenting strengths and needs, and then developing measurable annual goals; specially designed instruction; accommodations; and, when appropriate, related services (New York State Education Department [NYSED], 2023; WeTeachNYC, n.d.).
Implementation also looks different. For IFSPs, a key consideration is ensuring that services are family-centered, culturally responsive, and integrated into natural routines instead of feeling like separate "therapy sessions" (Cook et al., 2020). For IEPs, the focus is on aligning goals with the curriculum, ensuring access to the general education environment to the maximum extent appropriate, and making sure all educators know their responsibilities under the IEP so that supports show up in day-to-day instruction (NYSED, 2023; WeTeachNYC, n.d.).
2. Discuss the process of amending IFSPs (Individualized Family Service Plans) and IEPs (Individualized Education Programs). What factors should educators consider when suggesting changes to these documents?
Both IFSPs and IEPs are meant to be living documents, so amending them is a normal part of supporting a child over time. IFSPs are often revisited more flexibly-teams can meet whenever there is a significant change in the child's needs, family priorities, or routines, not just at an annual review. Because IFSPs are grounded in family goals and daily life, any suggestion to amend the plan should start with careful listening: Have the family's priorities shifted? Has there been a new diagnosis or transition (like starting childcare) that affects participation in routines (Cook et al., 2020; IamDeidreM, 2024)? Educators and service providers need to consider whether proposed changes are still functional, realistic in the family's context, and clearly connected to outcomes that matter to the caregivers, while also checking that services remain coordinated and not overwhelming (Cook et al., 2020). For IEPs, amendments typically occur through a formal review process-either at the annual IEP meeting or through an agreed-upon amendment without a full meeting, depending on local procedures. When educators suggest changes to an IEP, they should be guided by updated data (classroom performance, progress monitoring, evaluations), as well as student and family voice (NYSED, 2023; WeTeachNYC, n.d.). Factors to consider include whether the student is making adequate progress toward current goals, whether goals or services need to be intensified or faded, and how any changes will affect the student's access to the general education curriculum and least restrictive environment (NYSED, 2023). In both IFSPs and IEPs, amendments should be clearly documented, explained in family-friendly language, and made through genuine collaboration so that families feel like partners rather than bystanders in decision-making (Cook et al., 2020; WeTeachNYC, n.d.).
Questions:
1. What is one main difference between an IFSP and an IEP in terms of who they are designed to support?
2. Why is family involvement especially important in the development of an IFSP?
3. How can an IEP help a student participate in the general education classroom?
4. Why might a team decide to change (amend) a child's IFSP or IEP during the year instead of waiting until the annual review?
References:
Cook, R. E., Klein, M. D., & Chen, D. (2020). Adapting early childhood curricula for children with disabilities and special needs. Pearson.
Grammarly. (2024). Grammarly (Version 1.0) [Computer software].
IamDeidreM. (2024, December 11). IFSP vs. IEP: What's the difference? | Early intervention vs. special education explained [YouTube Video].
New York State Education Department. (2023). Guide to quality individualized education program (IEP) development and implementation (Rev. ed.). The University of the State of New York.
WeTeachNYC. (n.d.). Unpacking the IEP. WeTeachNYC.
2. Xiaoling Yang
Reply from Xiaoling Yang
Question 1: How do the procedures for developing IFSPs differ from those for IEPs, and what are the key considerations in implementing each?
The IFSP is designed for children from birth to age 3 and their families. What makes it unique is that it's truly family-centered, which means it looks at both the child's development and what the family needs to support them. Services happen in the natural environment like the home or community, not in a clinic (Cook et al., 2020, p. 347). A service coordinator is assigned to help families navigate the system, schedule meetings, and connect with resources (Cook et al., 2020, p. 301). IFSPs are reviewed every 6 months (Cook et al., 2020, p. 286).The implementation of the IFSP is mostly family-led, and the service coordinator helps the family access the services. They value family's goals and respect what matters to them the most(Cook et al., 2020, p. 284).
The IEP serves children from ages 3 to 21 and is more child-centered, focusing on educational needs. Services are provided in the least restrictive environment, meaning children should learn alongside their typically developing peers as much as possible (Cook et al., 2020, p. 347). The local school district takes the lead, and the special education teacher typically serves as the "case carrier" (Cook et al., 2020, p. 348). IEPs are reviewed annually (Cook et al., 2020, p. 350). The implementation of the IEP is different from IFSP. The biggest concern is ensuring the child is included with peers as much as possible. The agency needs to come up with an IEP plan that includes the teaching strategies and materials (Cook et al., 2020, p. 142). Parents have to understand the IEP process and their rights. Special education teacher has to monitor the student and request an EIP adjust if needed (Cook et al., 2020, p. 350).
Question 2: Discuss the process of amending IFSPs (Individualized Family Service Plans) and IEPs (Individualized Education Programs). What factors should educators consider when suggesting changes to these documents?
IFSPs are reviewed every 6 months (or more often if needed) (Cook et al., 2020, p. 286). When thinking about changes, educators should ask: What truly matters to this family? The outcomes should be practical and meaningful? They should fit into the family's everyday life, not just look good on paper (Cook et al., 2020, p. 298). And remember, informed written consent is required before any changes can be made (Cook et al., 2020, p. 291).
IEPs are reviewed annually, but parents or teachers can request a meeting anytime if there are concerns (Cook et al., 2020, p. 350). Following are some situations when a parent or a teacher would suggest a change: the child is not making progress; (Cook et al., 2020, p. 313). A parent has a concern; the least restrictive environment is not the best option for the child; change the support method (accommodation (changing how something is taught) or a modification (changing what is taught))(Cook et al., 2020, p. 344).
Questions:
1. In my classroom, a mother disagreed with the IEP team's recommendation that her child had autism. Because she said no, the team could only give the child 5 hours of service per week. The textbook says parents have the right to disagree. How should teachers handle it when parents do not agree with the team's recommendations? What can we do to build trust with families?
2. In my situation, the mother disagreed with the autism diagnosis, so the team could not give more services. What should teachers do when they think a child needs more help than the parent will allow? How should the school document this?
3. IFSP services happen in "natural environments" like home, while IEP services happen in the "least restrictive environment" at school. How are these two ideas different? Which do you think works better for young children? Why?
4. The IFSP ends the day before a child's third birthday. Why do you think the age of 3 is the cut-off? What happens when a child turns 3?
References: