Learning, participation & independence

Early intervention, school & college

Educational guidance with linked sources. Independent clinical review is pending. How information is reviewed.

A wayfinder for families and students: understand IDEA, IFSPs, IEPs and Section 504, then plan the next step in education.

What is IDEA?

The Individuals with Disabilities Education Act (IDEA) supports early intervention and special education. Part C generally serves eligible children from birth through age 2 and their families. Part B provides a free appropriate public education (FAPE), including special education and related services, for eligible children and youth ages 3–21, subject to applicable eligibility and exit rules. Source: About IDEA.

School eligibility involves an evaluation and a need for special education under IDEA; a medical diagnosis alone does not automatically establish eligibility. Source: IDEA eligibility. IDEA also requires education with nondisabled peers to the maximum extent appropriate, with supports considered before removal from regular classes. This is called the least restrictive environment (LRE). Source: LRE requirements.

Birth to 3: start with early intervention

If you have concerns about development, contact your state’s early intervention program directly; you do not need a doctor’s referral to make contact. Eligibility is determined through evaluation. Source: CDC early intervention.

Find my state’s early intervention contact

An Individualized Family Service Plan (IFSP) describes child and family outcomes, services, where and how often they occur, and the service coordinator. Bring concerns about daily routines, play and participation to the meeting. Source: IFSP contents.

Approaching age 3: ask about preschool evaluation and transition planning. Federal Part C rules generally call for an IFSP transition plan at least 90 days before the third birthday; late referrals and state continuation options have specific rules. Moving to preschool services requires its own eligibility process. Source: preschool transition rules.

Questions to ask: Who coordinates our services? What outcomes matter to our family? What costs, if any, apply? Who will contact the preschool team?

Preschool & school: IEP and Section 504

These routes have different eligibility standards. Section 504 is a civil-rights law; it is not part of IDEA. A student may be protected by Section 504 even without IDEA eligibility. Supports depend on evaluation and individual needs. Source: Section 504 FAQ.

What the different plans are for
Route	What it addresses	Start here
IFSP · IDEA Part C	Early development and family outcomes, services and coordination.	State early intervention program.
IEP · IDEA Part B	Special education, measurable annual goals, related services and progress monitoring.	School district special education team.
Section 504 · public school	Appropriate education and access through regular or special education, related aids, services and accommodations.	District Section 504 coordinator.
College accommodations	Individual academic adjustments and access; the college does not implement a high-school IEP.	College disability/accessibility services office.

Comparison sources: IFSP, IEP, Section 504, college rights and responsibilities.

Requesting support

A parent can request an IDEA evaluation. Describe your concerns to the district, keep a copy, and ask about consent and timelines. Federal rules generally allow 60 days after parental consent unless a state sets a different timeframe; specified exceptions apply. Source: initial evaluations.

Parents are members of the IEP team. Ask how goals relate to participation and how progress will be reported. Source: IEP contents · Source: IEP team.

Where OT fits

Under IDEA, occupational therapy may be a related service when needed to help a child benefit from special education. Discuss school tasks and participation barriers with the team; services are individualized. Source: related services.

High school: plan for life after graduation

The first IEP in effect when a student turns 16 must include measurable postsecondary goals based on transition assessments and the services and courses needed to reach them, updated annually. Planning can start earlier; ask about your state’s requirements. Goals address education/training, employment and, when appropriate, independent living. Source: transition requirements.

The student must be invited when the IEP meeting will discuss their postsecondary goals and transition services. Source: student participation.

When IDEA eligibility ends through a regular high-school diploma or reaching the state’s age limit, the school must provide a Summary of Performance with academic and functional information and recommendations for postsecondary goals. Ask for your copy before leaving. Source: §300.305(e).

Planning prompts: explore college, career training and work; practice explaining what helps you learn; plan transportation, scheduling, daily routines and asking for help. Ask the transition team about vocational rehabilitation connections.

College: request accommodations early

IDEA and its IEP provisions do not apply to college. Section 504 and applicable ADA protections support access, but college responsibilities differ from K–12. Students request adjustments and follow the college’s process. An IEP or 504 plan may help explain past supports but may not be sufficient documentation on its own.

Ask disability services about documentation, testing adjustments, accessible materials and housing. Accommodations are individual; essential academic requirements need not be lowered. Bring up problems promptly. Source: U.S. Department of Education college guidance.

Example to discuss: A student who used extra test time in high school contacts college disability services, explains the barrier, provides the requested documentation, and follows the college’s process for approved testing arrangements. This is an example, not a guarantee of a particular accommodation.

My transition preparation checklist

Suggested preparation steps, not enrollment requirements. Check items during this visit, then print or save a PDF using your browser. Checkmarks are not saved to your profile.

Identify the college disability services contact and request process.Gather my IEP or 504 plan, relevant evaluations and Summary of Performance, if applicable.Ask what documentation the college needs before paying for a new evaluation.Write down my strengths, barriers and supports that have helped.Ask about accommodation, accessible housing and testing deadlines.Plan transport, campus routes, meals, sleep, study time and healthcare routines.Discuss assistive technology and who provides any personal support I need.Identify whom to contact if an accommodation is not working.

Open my Oasis and routine tools · Find and save education resources

Family rights & getting help

Ask for the school’s procedural safeguards notice. It explains consent, records, prior written notice, mediation and complaint routes under IDEA. Different routes have different requirements and deadlines. Source: IDEA procedural safeguards.

For Section 504 concerns, ask the district’s 504 coordinator about safeguards. For college concerns, contact disability services or the ADA/504 coordinator and ask about the grievance process. School source · College source.

Find a Parent Center for family guidance

This is a national starting point. Confirm state rules and school procedures with the responsible program. Guidance for public schools should not be assumed to apply identically to parentally placed private-school students.

Sources & further reading

Official sources reviewed September 11, 2026. A review date records when we checked a source, not when the law or publication changed. The college guide was revised in 2011; its Department of Education page lists review on February 26, 2026. State and college policies were not individually reviewed.

Pediatric sensory support

Explore primitive reflex information, sensory diets and questions for your child’s OT.