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Revisiting a Comparison of Eligibility Policies for Infant/Toddler Programs and Preschool Special Education Programs

FPG Child Development Institute The University of North Carolina at Chapel Hill, joan_danaher{at}unc.edu

Jo Shackelford

FPG Child Development Institute The University of North Carolina at Chapel Hill

Gloria Harbin

FPG Child Development Institute The University of North Carolina at Chapel Hill

In this study, the authors repeated an earlier analysis and comparison of state eligibility policies under the Infants and Toddlers with Disabilities Program, Part C of the Individuals with Disabilities Education Act (IDEA), and the preschool special education program, Part B, Section 619, of IDEA. The impact of federal and state policy changes in the intervening years on the prospects for continuity of eligibility as children move from Part C to Part B was investigated. The analysis revealed fewer states in which discontinuity was a concern (21, down from 27). States in which continuity was either "very likely" or "somewhat likely" increased from 24 to 30. The authors discuss policy options affecting continuity of eligibility across the early childhood programs of IDEA and the relevance of their findings for realizing the purposes of IDEA.

Topics in Early Childhood Special Education, Vol. 24, No. 2, 59-67 (2004)
DOI: 10.1177/02711214040240020101


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