What is the Difference Between an IEP and IFSP?
In the U.S., young children with disabilities and their families are entitled to free and appropriate public education (FAPE) from birth to age 21. The FAPE program provides additional resources and specialized education to children with disabilities and their families to ensure they reach the appropriate milestones to increase their quality of life. Participation in the program includes both an individualized family service plan (IFSP) and an individual education plan (IEP). The IEP and IFSP deal with different yet equally important aspects of the child’s development. Learn more about the difference between IEP vs. IFSP.
What is IEP?
An IEP is an educational document for children with disabilities ages three to 21. It focuses on the child’s educational development as it relates to special education and school-related services. These services are primarily administered in school or educational settings. The document includes information about the child’s current academic performance and participation in educational programs, including descriptions of the services provided, the child’s ability to interact with typically developing children, and factors that can affect the child’s participation. It will also track their progress over the years to ensure they receive adequate support in school.
Various educators and caregivers use the document to coordinate the child’s education, including special and regular education teachers, a representative for the school district, social workers, and trained specialists that can evaluate the child. The parents or guardians of the child will work with the service providers to set appropriate learning milestones based on the child’s needs.
What is IFSP?
An IFSP is a document outlining the various early intervention services for children with disabilities from birth through age 2. It encompasses a broad range of information related to the child’s early development. The document is used by the parents or guardians of the child and various caregivers and providers across disciplines to ensure the child receives adequate care and support during the early formative years. According to the Individual with Disabilities Education Act (IDEA), these services are to be provided in the child’s home or their “natural environment.” This may also include a daycare setting, Head Start program, community setting, or any other environment where the child is normally found.
The document includes information about the child’s current development and the services they will need to minimize the effects of the disability. It also outlines the parents’ concerns for their child. The IFSP involves a wide range of professionals who can help guide the family through this experience, including the representatives of various state and local agencies, usually those related to education, healthcare, and human services. The program creates an open line of communication between these agencies and the parents or guardians of the child, so the family can make an informed decision on what’s best for the child.
During the child’s first three years of life, a “service coordinator” will work with the family to coordinate the IFSP process. They will schedule meetings with team members, including the parents or guardians, service professionals, and anyone else the family would like to attend the meeting. This gives all concerned parties a chance to share their concerns regarding the child’s development and update their findings to keep everyone on the same page.
How Are IEP and IFSP the Same?
The IEP and IFSP have a lot in common with one another. Both refer to written documents or action plans about the child’s development and well-being. Both documents include information about the child’s current development, possible outcomes for the child and family, and the services needed to increase the child’s quality of life. They each set milestones for the child’s development and track their progress over time. The documents can be modified based on the success of these services.
They each take a multidisciplinary approach by involving representatives and professionals across various departments and public health agencies. The purpose of the IEP and IFSP is to foster collaboration and communication between the parents or guardians of the child and the appropriate service providers or specialists who can speak to the child’s development. Regular meetings and status reports help keep all concerned parties on the same page.
Considering their similarities, some parents of children with disabilities ages three to five may opt for an IFSP instead of an IEP, depending on the child’s unique needs. School districts can create an IFSP instead of an IEP for children in this age group, but the parents or guardians must be provided with a detailed explanation of the differences between an IFSP and an IEP. The parents or guardians must also give written consent to use an IFSP in place of an IEP. The IFSP must also be developed in accordance with Part B of the IDEA.
What is the Difference Between IEP and IFSP?
Despite their many similarities, the IEP and IFSP refer to different and distinct aspects of the child’s development. The IEP is limited to the child’s educational needs and development, while the IFSP takes a much broader approach. It includes information about early intervention services across a wide range of disciplines and public health agencies. The services identified in the IEP are carried out in school or educational environments, while the services detailed in the IFSP are administered largely in the child’s home.
Both must include information about the child’s current development but focus on different aspects of the child’s experience. The IEP includes details about the child’s academic performance and how their disability affects their participation in school. The IFSP document requires more information overall than the IEP. It must include a statement of the child’s functionality across five categories: Physical (i.e., vision, hearing, range of motion), Cognitive, Communication, Social/Emotional, and Adaptive.
The family is much more involved in the IFSP than the IEP. The former must include a statement of the family’s resources, priorities, and concerns regarding the child’s well-being. While the IEP focuses on the child’s experience in school, the IFSP deals with both the child and the family with respect to their daily activities and quality of life. The IFSP includes information about the family’s needs and the child’s. The goal is to help the family make an informed decision regarding their child’s development.
The IFSP also requires additional updates and reviews of the child’s progress and development compared to the IEP. The status of the early intervention program must be reviewed within six months of the IFSP being created, while the IEP must be reviewed annually. This is due to the fact that toddlers and infants develop much faster than children over the age of five. Their development could easily change over the span of a few months, so additional reporting is required.
There are also differences in the way these programs are administered. The IFSP must designate a “service coordinator” responsible for providing and reviewing these services. This person will coordinate with various state and local agencies and should be able to speak on behalf of the parents or guardians. They are also responsible for helping the family and child transition from the IFSP to the IEP once the child reaches age three.
While the IEP involves the coordination of various state and local education departments, a service coordinator is not required. Instead, states must develop and implement interagency agreements to define respective responsibilities.
Transitioning from IFSP to IEP
When the child turns three, the family will transition from an IFSP to an IEP. This marks an important milestone in the child’s development. Part C of the IDEA is designed to help families care for children with disabilities during the early learning years, while Part B focuses on the child’s education and participation in school. The IEP will replace the IFSP as the program becomes student-focused. Transition planning may begin six months before the child’s third birthday.
The professionals that helped the family create the IFSP may be different from those involved in the IFSP to IEP Transition planning. Instead of working with a service coordinator, the family will work with an IEP case manager. They will schedule at least one transition meeting before the child’s third birthday to discuss the process. The meeting will cover a wide range of topics related to the child’s development, including specific goals and milestones and whether additional screenings are needed before they begin the IEP. The transition leader will also answer the parents’ or guardians’ questions or concerns about the next phase of the process and determine whether the child is eligible for special education.
The transition process helps the family prepare for this important life change. It also helps program administrators identify the child’s needs based on the information collected in the IFSP.
How SSG’s Software Can Ease the IFSP to IEP Transition Process
The success of the IEP largely depends on the quality of the data included in the IFSP. The IEP case manager needs access to information about the child’s development through age three to create a comprehensive individual education plan.
Various state and local agencies must share information with one another to ensure this data gets passed along to the appropriate party during the transition phase. Each IFSP document contains a wide range of information regarding the child’s development. SSG’s Early Intervention Management Software makes it easy for the IFSP service coordinator to upload and send this information to those overseeing Part B of the IDEA, so the IEP case manager can begin identifying the child’s needs.
The software automatically eliminates duplicate records while making space for supplementary information and files related to the child’s condition. It allows users to correct and adjust input fields before sending off the report. This ultimately helps both parties save time that could be spent checking in with families.
There are many important distinctions between IEP and IFSP, but they both depend on the sharing of information. They are ultimately designed to increase collaboration and communication between all parties involved with the child’s development. Providers and program administrators can use tools such as early intervention software to quickly update and share relevant information with caregivers and the child’s loved ones. To learn more about our early intervention software, please contact SSG and request a demo today!