The IFSP, A Parent/Professional Partnership

Several years ago, the passage of Public Law 99-457 caused significant changes in the delivery of early intervention services throughout the Untied States. One of the requirements of the law is the Individualized Family Service Plan (IFSP). The IFSP gives parents and professionals a process to work together to develop a plan of individualized services to support the development of an infant or toddler at risk, in the context of the child's family.

The IFSP serves three primary purposes:
1) Identification of child and family resources,
2) Identification of child and family needs and
3) Development of a plan to meet those needs.

A comprehensive IFSP will clearly state goals and objectives established to facilitate the child's maximal development. To be relevant and successful, the plan must be formulated and carried out equally by parents and processionals. This collaborative process, when done effectively, serves to enable and empower parents. The child's dependence upon his or her family and other caregivers is recognized. Respect is given to the diversity found within the family and its values are considered during every aspect of program development and services delivery. Participating on the early intervention "team", parents are the ultimate decision makers. As such, they enter into a parent/processional partnership benefiting all involved. Beginning with the first visit between the El program staff and the family, the information provided by parents or other primary caregivers provide the basis for evaluation and program planning. No one knows a child better than his or her own family. It becomes the responsibility of EI professionals to ask questions in such a way as to help the family accurately describe the child's strengths and areas of concern. This information is then used during the evaluation to provide the child with opportunities for success and to give the team a chance to take a close look at areas of concern. If identified, risks or delays are such that the child is found eligible for early intervention 'services, the family must then participate in the development of goals and objectives. It is extremely important for parents to identify which aspects of the child's development are most immediately important. Some families may desire a focus on the development of language skills. Others may wish to concentrate on feeding. Still others want all areas of need addressed equally. This information helps the team to prioritize objectives in response to parents' wishes. Once the focus of intervention is determined, the team will then decide the type and frequency of the services to be provided to meet the child's needs. Family concerns and resources must be considered when formulating the plan if it is to be effective. Family schedules, availability of transportation and involvement in other community based early childhood activities are some examples of factors to be considered when determining time, place and frequency of services. Delivery of services does not have to be limited to the child's home or the program's center. EIP staff are able to go the child care centers, family child care homes, playgroups and other early childhood settings.

Developmental consultation and training is available to caregivers, group leaders or teachers in addition to immediate and extended family members. Identification of other providers is part of the IFSP process. Families will be asked to specify doctors, service agencies and consultants with whom they are working. The frequency and type of communication between the EIP and these other professionals should be stated in the plan so it is clearly understood by all involved. If the plan is being developed for a child who is age two or over or if it is for a child who appears to have made significant developmental gains and soon may no longer be eligible for early intervention services, a transition plan will also be included in the IFSP. This plan will include the process and timelines for terminating EI services and beginning other school or community based programs and activities. It will also include which team members, professionals and parents, will be responsible for which aspects of the plan. It is vital that parents and other caregivers be actively involved in every aspect of the IPSP development and implementation. They must seriously consider what is most important to them when planning a program to meet the developmental needs of the child. They must be willing to share relevant information and voice their opinions and ideas about goals, objectives and services delivery.