Enhancing Referral Mechanisms for Children With Disabilities: Strengthening Collaboration Between the Maternal, Infant, and Early Childhood Home Visiting Program (MIECHV) and Part C of the Individuals with Disabilities Education Act (IDEA). Issue Brief #1. December 2024 - Individuals with Disabilities Education Act

Topic Areas: Early Childhood

Issue Brief 1 | Enhancing Referral Mechanisms

U.S. DEPARTMENT OF E DUCATION E NHANCING R EFERRAL M ECHANISMS FOR C HILDREN W ITH D ISABILITIES : STRENGTHENING C OLLABORATION B ETWEEN THE M ATERNAL , INFANT , AND EARLY C HILDHOOD H OME V ISITING P ROGRAM (MIECHV) AND P ART C OF THE INDIVIDUALS WITH D ISABILITIES EDUCATION A CT (IDEA) I SSUE B RIEF #1 DECEMBER 2024 ENHANCING REFERRAL MECHANISMS FOR CHILDREN WITH DISABILITIES I SSUE BRIEF #1 4 communication, and information- sharing, to the extent permitted by applicable law, between MIECHV and IDEA Part C programs at the local levels. Resources , such as this Service Coordination in Home Visiting Toolkit developed by the Home Visiting Applied Research Collaborative , may support coordination planning and self -assessment. Facilitating regular meetings and joint professional development opportunities may strengthen partnerships and streamline referral procedures. Consider exploring opportunities for collaboration with Tribal MIECHV programs within your community, which serve American Indian and Alaska Native families . S Ref Adoption of standardized protocols and tools for identifying and referring infants and toddlers with disabilities and their families between MIECHV and IDEA Part C programs may expand the support available to eligible families, increase the consistency in service delivery, and improve coordination between programs. These procedures should be clear, simple, and accessible to all partners involved , and when needed, include obtaining parental consent to share personally identifiable information across the two programs . If available, e xplore opportunities to connect with coordinated enrollment systems within your State or community, such as Help Me Grow, which provide a single point of entry for families into multiple services. Learn more about IDEA Part C referral processes and procedures here . STA H I Ma’s CradleME program is a free referral system and partnership between many programs that connect infants and toddlers and their families with appropriate services, including IDEA Part C . Maine Families , which provides home visiting, and Maine’s early intervention program are part of the CradleMe network . In addition, IDEA Part C’s involvement has helped CradleME identify home visiting and early intervention supports for families of infants and toddlers while simultaneously supporting collaboration and partnership between the organizations. In Mi Part C is a member of the Minnesota Interagency Developmental Screening Task Force. In that role, it is collaborating with partners including the Follow Along Program, Family Home Visiting, and Family Spirit to support community -led development of North American Indian Community companion guides for the Ages and Stages Developmental and Social Emotional Screening Questionnaires (ASQ® -3 and ASQ®:SE -2) , 4 a tool that is used to determine Part C eligibility in Minnesota. This joint work, involving both IDEA Part C and MIECHV in the State, support s Indigenous Communities in reframing ASQ questions and activities for cultural relevancy by creating cultural companion guides for both ASQ tools. 5 4 This activity is occurring with permission from Brookes Publishing, which publishes the ASQ. 5 Minnesota’s work emerges from similar work happening in the Norton Sound Region of Alaska. ENHANCING REFERRAL MECHANISMS FOR CHILDREN WITH DISABILITIES I SSUE BRIEF #1 5 CON By implementing these recommendations, providers may enhance the effectiveness and timeliness of the referral pathway for infants and toddlers with disabilities and their families from MIECHV to IDEA Part C . Providers may also expand the support available to eligible families by streamlining referrals from IDEA Part C to MIECHV programs. Strengthening interagency collaboration, enhancing staff capacity, and prioritizing family engagement may lead to timely and appropriate early intervention services to help infants and toddlers with disabilities to reach their full potential. RE SU Ge 0078 ED/HHS Joint Policy Statement: Collaboration and Coordination of the Maternal, Infant, and Early Childhood Home Visiting Program and the Individuals with Disabilities Education Act Part C Programs (PDF) 0078 ED/HHS Joint Policy Statement: Inclusion of Children with Disabilities in Early Childhood Programs 0078 IDEA Part C Referral Procedures 0078 IDEA Part C: Early Learning and Early Childhood Resource Statute and Regulations 0078 Text — H.R.8876 — 117th Congress (2021 -2022): Jackie Walorski Maternal and Child Home Visiting Reauthorization Act of 2022 | Congress.gov | Library of Congress E 0078 A Home Visitor’s Guide for Developmental and Behavioral Screening | Birth to 5: Watch Me Thrive! 0078 IDEA Part C Developmental Monitoring, Screening and Referral Resource Guide 0078 IDEA Part C Eligibility Criteria Resource Guide 0078 IDEA Part C Evaluation and Assessment Resource Guide 0078 Improving Performance Measures – Developmental Screening | MIECHV TARC QuickLearn (video) F 0078 IDEA Part C Outreach and Engagement with Families Resource Guide 0078 Supporting the Caregivers of Children with Special Health Needs: The Role of Home Visiting | MIECHV TARC (video) ENHANCING REFERRAL MECHANISMS FOR CHILDREN WITH DISABILITIES I SSUE BRIEF #1 6 C 0078 Developmental Monitoring and Surveillance for Health Professionals 0078 Developmental Promotion, Early Detection, and Linkage to Services: Electronic Playbook | Home Visiting Collaborative Improvement and Innovation Network 0078 Roadmap for Collaboration among Title V, Home Visiting, and Early Childhood Systems Programs | Association of Maternal & Child Health Programs 0078 Service Coordination in Home Visiting | Home Visiting Applied Research Collaborative 0078 Strengthening Statewide Early Childhood Systems | MIECHV TARC (video) D I Other than statutory and regulatory requirements included in the document, the contents of this document do not have the force or effect of law and are not meant to bind the public. This document is intended only to provide clarity to the public regarding existing requirements under the law or agency policies. This document is intended as a resource on identifying, locating, and evaluating infants and toddlers for Individuals with Disabilities Education Act (IDEA) Part C services. Further, this document doe s not provide specific guidance on Federal disability laws. This document contains resources and examples that are provided for the user’s convenience. The inclusion of these materials is not intended to reflect their importance, nor is it intended to endorse any views expressed, or products or services offered. These materials may contain the views and recommendations of various subject - matter experts as well as hypertext links, contact addresses and websites to information created and maintained by other public and private organizations. The opinions expressed in any of these materials do not necessarily reflect the positions or policies of the U.S. Departments of Education or Health and Human Services. The U.S. Departments of Education and Health and Human Services do not control or guarantee the accuracy, relevance, timeliness, or completeness of any outside information included in these materials. For the reader’s convenience, this document contains examples of potentially useful products and resources. Inclusion of such information does not constitute an endorsement by the Departments of Education or Health and Human Services or the Federal government, nor a preference/support for these examples as compared with others that might be available and be presented.

Executive Summary

Issue Brief #1

Issue Brief #2

Issue Brief #3

U.S. Department of Education

Introduction

The Maternal, Infant, and Early Childhood Home Visiting Program (MIECHV) and the Individuals with Disabilities Education Act, Part C Program (IDEA Part C) play vital roles in supporting infants and toddlers with disabilities and their families. Collaboration during the screening and referral process for infants and toddlers with disabilities may lead to early identification and intervention that may support overall development and well-being.

This technical assistance brief highlights the importance of strengthening collaboration and improving referral mechanisms between MIECHV and IDEA Part C Programs and outlines key strategies for enhancing the referral pathway, facilitating timely access to services, and promoting the holistic development of infants and toddlers with disabilities and their families. Specifically, the strategies highlighted may support local providers in making timely referrals to programs and services focusing on improving developmental outcomes for infants and toddlers who are at risk for or have developmental delays and their families. The strategies are based on the 2017 ED and HHS Joint Statement on IDEA Part C and MIECHV collaboration and coordination.^[1]

Developmental Screening and Referral in MIECHV and IDEA Part C

As noted below, the requirements for IDEA Part C and MIECHV Programs include interagency coordination to assist infants and toddlers with disabilities and their families in receiving timely developmental screenings and referrals to appropriate supports and services if there are developmental concerns.

The IDEA^[2] requires State Part C lead agencies to implement a comprehensive child find system. Child find must have coordinated primary referral sources and referral procedures in place so that parents and caregivers, health care providers, social services agencies, early childhood educators, and other individuals can refer infants and toddlers to IDEA Part C if there are concerns about their development. IDEA Part C providers and other referral sources can also refer families to MIECHV to access supports that strengthen parent-child interactions and promote child development and family well-being. State IDEA Part C Coordinators can be located here.

The MIECHV Program funds States and jurisdictions to develop and implement evidence-based home visiting programs in local communities. The authorizing statute^[3] identifies priority populations to receive services, which include families with infants and toddlers with developmental delays or disabilities. The MIECHV Program is a key partner in the child find process by identifying infants and toddlers who may have disabilities or delays in development, and then referring families to IDEA Part C for further evaluation and assessment. MIECHV awardees are required to have written agreements with their State’s IDEA Part C lead agency. Strong referral coordination with IDEA Part C may help MIECHV programs meet the needs of families and ensure that infants and toddlers who are at risk for or who have developmental delays receive the services they need when they need them. You can find the link to your State’s or jurisdiction’s home visiting program page through the MIECHV State Fact Sheets.

Strategies to Support Referrals Between Programs

Define Eligibility.

A clear understanding of eligibility may help providers feel empowered to refer families to other programs and support families through the referral process. MIECHV and IDEA Part C providers should understand eligibility criteria for both programs. IDEA Part C eligibility criteria vary across States and the Office of Special Education Programs (OSEP)-funded Early Childhood Technical Assistance Center provides an array of resources about IDEA Part C eligibility in specific States. The MIECHV program eligibility criteria vary depending on the specific home visiting model used by a State or community where home visiting services are available. In addition, some States may add additional MIECHV program eligibility criteria to focus on specific populations. Examples of MIECHV program eligibility criteria include low-income families, first-time parents, families of children with developmental delays or disabilities, families with limited English proficiency, and families experiencing homelessness or unstable housing. Home visiting models also may specify when families can enroll. For example, some home visiting programs require families to enroll during pregnancy, while others allow enrollment from pregnancy to a child’s kindergarten entry.

Help Families Navigate Resources.

Connect families with their local Parent Training and Information Center (PTI) or Community Parent Resource Center (CPRC), which may help families with infants and toddlers with disabilities to navigate the early intervention system and participate in their child’s development. The PTIs and CPRCs are staffed by families and provide information, technical assistance, and peer support to help families with infants and toddlers with disabilities to navigate complex challenges related to health, education, and social services. Other family support services may include family navigators, advocates, or service coordinators, who may assist families in accessing and utilizing community-based programs and services. Learn more about family outreach and engagement in Part C here.

Communicate and Collaborate Across Programs.

Establish mechanisms for sharing information, coordinating services, and tracking referrals, to the extent permitted by applicable law, between programs to ensure continuity of care for infants and toddlers with disabilities and their families. Establish formal mechanisms for collaboration, communication, and information-sharing, to the extent permitted by applicable law, between MIECHV and IDEA Part C programs at the local levels. Resources, such as this Service Coordination in Home Visiting Toolkit developed by the Home Visiting Applied Research Collaborative, may support coordination planning and self-assessment. Facilitating regular meetings and joint professional development opportunities may strengthen partnerships and streamline referral procedures. Consider exploring opportunities for collaboration with Tribal MIECHV programs within your community, which serve American Indian and Alaska Native families.

Standardize Referral Processes and Procedures.

Adoption of standardized protocols and tools for identifying and referring infants and toddlers with disabilities and their families between MIECHV and IDEA Part C programs may expand the support available to eligible families, increase the consistency in service delivery, and improve coordination between programs. These procedures should be clear, simple, and accessible to all partners involved, and when needed, include obtaining parental consent to share personally identifiable information across the two programs. If available, explore opportunities to connect with coordinated enrollment systems within your State or community, such as Help Me Grow, which provide a single point of entry for families into multiple services. Learn more about IDEA Part C referral processes and procedures here.

State Highlights

Maine’s CradleME program is a free referral system and partnership between many programs that connect infants and toddlers and their families with appropriate services, including IDEA Part C. Maine Families, which provides home visiting, and Maine’s early intervention program are part of the CradleMe network. In addition, IDEA Part C’s involvement has helped CradleME identify home visiting and early intervention supports for families of infants and toddlers while simultaneously supporting collaboration and partnership between the organizations.

In Minnesota, Part C is a member of the Minnesota Interagency Developmental Screening Task Force. In that role, it is collaborating with partners including the Follow Along Program, Family Home Visiting, and Family Spirit to support community-led development of North American Indian Community companion guides for the Ages and Stages Developmental and Social Emotional Screening Questionnaires (ASQ®-3 and ASQ®:SE-2),^[4] a tool that is used to determine Part C eligibility in Minnesota. This joint work, involving both IDEA Part C and MIECHV in the State, supports Indigenous Communities in reframing ASQ questions and activities for cultural relevancy by creating cultural companion guides for both ASQ tools.^[5]

Conclusion

By implementing these recommendations, providers may enhance the effectiveness and timeliness of the referral pathway for infants and toddlers with disabilities and their families from MIECHV to IDEA Part C. Providers may also expand the support available to eligible families by streamlining referrals from IDEA Part C to MIECHV programs. Strengthening interagency collaboration, enhancing staff capacity, and prioritizing family engagement may lead to timely and appropriate early intervention services to help infants and toddlers with disabilities to reach their full potential.

Resources for Support

General Information

Eligibility

Family Engagement

Collaboration

Disclaimer

Other than statutory and regulatory requirements included in the document, the contents of this document do not have the force or effect of law and are not meant to bind the public. This document is intended only to provide clarity to the public regarding existing requirements under the law or agency policies. This document is intended as a resource on identifying, locating, and evaluating infants and toddlers for Individuals with Disabilities Education Act (IDEA) Part C services. Further, this document does not provide specific guidance on Federal disability laws.

This document contains resources and examples that are provided for the user’s convenience. The inclusion of these materials is not intended to reflect their importance, nor is it intended to endorse any views expressed, or products or services offered. These materials may contain the views and recommendations of various subject-matter experts as well as hypertext links, contact addresses and websites to information created and maintained by other public and private organizations. The opinions expressed in any of these materials do not necessarily reflect the positions or policies of the U.S. Departments of Education or Health and Human Services. The U.S. Departments of Education and Health and Human Services do not control or guarantee the accuracy, relevance, timeliness, or completeness of any outside information included in these materials. For the reader’s convenience, this document contains examples of potentially useful products and resources. Inclusion of such information does not constitute an endorsement by the Departments of Education or Health and Human Services or the Federal government, nor a preference/support for these examples as compared with others that might be available and be presented.

Footnotes

[1] The joint statement was developed by The Office of Special Education Programs (OSEP) in the U.S. Department of Education (ED) and the Maternal and Child Health Bureau (MCHB) in the Health Resources and Services Administration (HRSA) within the U.S. Department of Health and Human Services (HHS).

[2] 20 U.S.C. 1412(a)(3)(A) and 1431–1444

[3] Social Security Act, Title V, § 511(d)(4) (42 U.S.C. 711(d)(4)).

[4] This activity is occurring with permission from Brookes Publishing, which publishes the ASQ.

[5] Minnesota’s work emerges from similar work happening in the Norton Sound Region of Alaska.

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Last modified on December 10, 2024