Family-Centered Services

Family-Centered Principles

Family-Centered Principles are a set of interconnected beliefs and attitudes that shape directions of program philosophy and behavior of personnel as they organize and deliver services to children and families. Core to family-centered services is sensitivity and respect for the culture and values of individual family members and each family's ecology, as members define the people, activities and beliefs important to them. The purpose of early intervention is to achieve family outcomes as well as child outcomes. Preschool special education services must include family involvement as well as accomplish child outcomes. Extensive resources about measuring child and family outcomes are available elsewhere on the NECTAC site.

IFSP Process: Planning and Implementing Family-Centered Services in Natural Environments

As described in the regulations (34CFR§§ 303.340-303.346) of Part C of IDEA, parents of infants, aged birth through 2, should be key decision-makers and members of a multidisciplinary team process that develops and implements an Individualized Family Service Plan (IFSP). To optimize an infant or toddler's learning and development and assure the family's capacity to support their child's development, services are to be provided in natural environments (34CFR§§ 303.)

Service Coordination

Each family of an infant or toddler served under Part C is assigned a service coordinator who:

• coordinates the necessary evaluations and assessments,
• facilitates the initial IFSP Meeting and subsequent reviews,
• assists the family in receiving the services and supports described on the IFSP, and
• assures their rights and safeguards.

Families' Role in IEP Development

Families whose preschool children have developmental delays or other special education needs are important participants in the team process for developing an Individualized Education Program (IEP). Programs use a variety of assessment tools and strategies, including information from parents, to gather relevant functional and developmental information to assist in determining eligibility (see 34 C.F.R. §300.304-Evaluation procedures). A team of qualified professionals and the parent(s) of the child are involved in the eligibility decision (see 34 C.F.R. §300.306-Determination of eligibility). The IEP team for each eligible child includes the parents of the child (see 34 C.F.R. §300.321-IEP team) and each public agency must take steps to ensure that one or both of the parents are present at each IEP Team meeting or are afforded the opportunity to participate (see 34 C.F.R. §300.322-Parent participation. Each public agency must also ensure that parents are members of any group that makes decisions on the educational placement of their child (see 34 C.F.R. §300.327-Educational placements).

The following resources describe IDEA 2004 regulatory changes related to IEPs and the IEP process:

• Topic Briefs on IEP developed by Office of Special Education Programs, US Department of Education
• Understanding the IDEA 2004 Regulations: CEC’s Side-by-Side Comparison and Analysis - Individualized Education Programs and Development of the IEP by the Council for Exceptional Children

In accordance with IDEA 2004, A model IEP form was developed by the Office of Special Education Programs, US Department of Education. This model form may be used by schools, but is not required.

• Model IEP Form
  Word (DOC: 57kb) | PDF (PDF: 43kb)

Procedural Safeguards

The procedural safeguards described in IDEA protect the rights of children and families and assure their role as fully informed members of the early intervention or special education team. Should disagreements between family members and service providers arise, multiple methods of problem-solving and dispute resolution, including mediation should be available.

Family Involvement and Leadership

Research has demonstrated that family involvement leads to improved results and enhanced school readiness for young children, including children with special needs [see the Family Involvement Network of Educators (FINE) bibliographies and research digests]. Beyond taking an active role in planning services and promoting their own children's development and learning, family members are actively involved in many leadership roles enhancing the services and the quality of life for young children with special needs. They serve on state and local interagency planning councils and task forces, serve as staff to state agencies and local programs, act as trainers, and provide support, networking and advocacy opportunities for other families. Several NECTAC products address issues in family involvement.

Family Supports

Many family support and networking resources that promote the vision of "families helping families" are available from the PACER Center, a subcontracting partner of the National Early Childhood TA Center. PACER’s Alliance Project along with the Regional Parent Technical Assistance Centers, supports and maintains information about the Parent Centers available in all states.

Bibliographies, Digests, and Research on Family Involvement and IFSP/IEP Processes

Links to a collection of ERIC Digests on Family Involvement, IFSP/IEP Processes, and Procedural Safeguards are available on our NECTAC Clearinghouse Web site.