Required by the Individuals with Disabilities Education Act (IDEA), Part C, an early intervention program is responsible for finding, evaluating and coordinating services for infants and toddlers with special needs and their families. The IDEA requires all fifty states and US jurisdictions to have a family-centered, coordinated, interagency system of early intervention for all children with disabilities from birth through age two. EIS programs administered by the states are commonly referred to as EIS/Part C programs.

Required by the Individuals with Disabilities Education Act (IDEA), Part C, an early intervention program is responsible for finding, evaluating and coordinating services for infants and toddlers with special needs and their families. The IDEA requires all fifty states and US jurisdictions to have a family-centered, coordinated, interagency system of early intervention for all children with disabilities from birth through age two. EIS programs administered by the states are commonly referred to as EIS/Part C programs.

The Department of Defense has an early intervention program that meets the requirements of Individuals with Disabilities Education Act (IDEA), Part C, for children who, but for their age, would be eligible to attend a DoD school. The Military Medical Departments for each branch of Service have been designated as responsible for Early Intervention Services (EIS) in locations served by the two DoD school systems: the Department of Defense Dependent Schools (DODDS) overseas and the Domestic Dependent Elementary and Secondary Schools (DDESS) within the United States. The Military Medical Departments provide multidisciplinary assessment and direct services through Educational and Developmental Intervention Service (EDIS) programs.

The Department of Defense has an early intervention program that meets the requirements of Individuals with Disabilities Education Act (IDEA), Part C, for children who, but for their age, would be eligible to attend a DoD school. The Military Medical Departments for each branch of Service have been designated as responsible for Early Intervention Services (EIS) in locations served by the two DoD school systems: the Department of Defense Dependent Schools (DODDS) overseas and the Domestic Dependent Elementary and Secondary Schools (DDESS) within the United States. The Military Medical Departments provide multidisciplinary assessment and direct services through Educational and Developmental Intervention Service (EDIS) programs.

The individual branch of Service guidance that governs EDIS EIS includes:

• Army: AR 608-75, "Exceptional Family Member Program," November 22, 2006
• Marine Corps and Navy: BUMED Instruction 1755.1, "Educational and Developmental Intervention Services (EDIS) Early Intervention Services (EIS)," October 17, 2005 and BUMED Instruction 1755.2, "Educational and Developmental Intervention Services (EDIS)," October 5, 2005
• Air Force:  Air Force Policy Directive (AFPD) 40-6, "Educational and Developmental Intervention Services," June 30, 2006 certified current July 29, 2010

The individual branch of Service guidance that governs EDIS EIS includes:

• Army: AR 608-75, "Exceptional Family Member Program," November 22, 2006
• Marine Corps and Navy: BUMED Instruction 1755.1, "Educational and Developmental Intervention Services (EDIS) Early Intervention Services (EIS)," October 17, 2005 and BUMED Instruction 1755.2, "Educational and Developmental Intervention Services (EDIS)," October 5, 2005
• Air Force:  Air Force Policy Directive (AFPD) 40-6, "Educational and Developmental Intervention Services," June 30, 2006 certified current July 29, 2010

Generally, Children from birth through age two (third birthday) may receive EIS (also known as EIS/Part C) if they:

• have a diagnosed mental or physical condition that has a high probability of resulting in a developmental delay (e.g., Down syndrome, spina bifida, hearing or vision loss, cerebral palsy), or
• are experiencing developmental delays, as defined by the state or DoD, in one or more developmental areas (cognitive, physical [including vision and hearing], communication, social, emotional, adaptive) , or
• at state or DoD discretion, are at risk of having substantial developmental delays if early intervention services are not provided. 

EIS/Part C: Eligibility for early intervention varies from state to state due to differences in both definitions of developmental delay and lists of conditions that are likely to result in developmental delay. Therefore, children who are eligible for services in one state may not be eligible in another state. The National Early Childhood Technical Assistance Center (NECTAC) maintains a listing each state's criteria for Part C services. 

DoD/EIS: The individual branches of Service and DoD Educational Activity (DoDEA) use a standard definition for developmental delay and uniform criteria for conditions likely to result in developmental delay. DoD Instruction 1342.12 is the source for specific guidance on eligibility

Generally, Children from birth through age two (third birthday) may receive EIS (also known as EIS/Part C) if they:

• have a diagnosed mental or physical condition that has a high probability of resulting in a developmental delay (e.g., Down syndrome, spina bifida, hearing or vision loss, cerebral palsy), or
• are experiencing developmental delays, as defined by the state or DoD, in one or more developmental areas (cognitive, physical [including vision and hearing], communication, social, emotional, adaptive) , or
• at state or DoD discretion, are at risk of having substantial developmental delays if early intervention services are not provided. 

EIS/Part C: Eligibility for early intervention varies from state to state due to differences in both definitions of developmental delay and lists of conditions that are likely to result in developmental delay. Therefore, children who are eligible for services in one state may not be eligible in another state. The National Early Childhood Technical Assistance Center (NECTAC) maintains a listing each state's criteria for Part C services. 

DoD/EIS: The individual branches of Service and DoD Educational Activity (DoDEA) use a standard definition for developmental delay and uniform criteria for conditions likely to result in developmental delay. DoD Instruction 1342.12 is the source for specific guidance on eligibility

The IDEA requires that no family be denied services because it cannot afford them. All states and DoD provide child identification, evaluation, on-going assessment, and service planning/coordination at no cost to families. However, direct services such as speech therapy may or may not be fully funded under individual state programs. 

EIS/Part C: States use a variety of methods to pay for direct services including sliding scale fees and public or private insurance in addition to Federal and State IDEA funding. TRICARE will share the cost of early identification services not covered by the state if they are deemed medically and psychologically necessary. Parents with questions about paying for early intervention services should be referred to the TRICARE Beneficiary Counseling and Assistance Coordinator for clarification. 

DoD/EIS: When DoD is the provider of EIS through the EDIS programs within military medical departments, there is no cost to the parents and TRICARE is not a factor.

The IDEA requires that no family be denied services because it cannot afford them. All states and DoD provide child identification, evaluation, on-going assessment, and service planning/coordination at no cost to families. However, direct services such as speech therapy may or may not be fully funded under individual state programs. 

EIS/Part C: States use a variety of methods to pay for direct services including sliding scale fees and public or private insurance in addition to Federal and State IDEA funding. TRICARE will share the cost of early identification services not covered by the state if they are deemed medically and psychologically necessary. Parents with questions about paying for early intervention services should be referred to the TRICARE Beneficiary Counseling and Assistance Coordinator for clarification. 

DoD/EIS: When DoD is the provider of EIS through the EDIS programs within military medical departments, there is no cost to the parents and TRICARE is not a factor.

An IDEA requirement for organized efforts to identify and screen children who might be eligible for EIS has been implemented nationwide and at all military installations. Usually called Child Find or Family Find, the program involves communities, hospitals, schools, or other entities conducting free screening clinics combined with educational awareness campaigns about EIS. Screening may also be provided upon request by personal physicians, military hospitals, and health departments. Some developmentally delayed children are identified through screening for overseas assignments. 

Referrals for EIS are usually made by a child's parents or physician, but they can be made by anyone on behalf of a family. Sometimes a child care provider or agency staff member who recognizes a developmental problem will be the one to make a referral. It is important that all DoD personnel who regularly come in contact with parents and their young children know that they can initiate referrals for EIS if they suspect a child is in need of services. 

EIS/Part C: Referrals should be made to the local agency designated as having responsibility for EIS. MilitaryHOMEFRONT's MilitaryINSTALLATIONS provides information on all military installations worldwide should provide the local point of contact for the EIS program. Additionally, the National Early Childhood Technical Assistance Center (NECTAC) maintains a listing of state contacts for Part C services on its website. 

DoD/EIS: Referrals are made to the Educational and Developmental Intervention Service (EDIS) program at the medical treatment facility (MTF) that serves the family's installation or overseas location.

An IDEA requirement for organized efforts to identify and screen children who might be eligible for EIS has been implemented nationwide and at all military installations. Usually called Child Find or Family Find, the program involves communities, hospitals, schools, or other entities conducting free screening clinics combined with educational awareness campaigns about EIS. Screening may also be provided upon request by personal physicians, military hospitals, and health departments. Some developmentally delayed children are identified through screening for overseas assignments. 

Referrals for EIS are usually made by a child's parents or physician, but they can be made by anyone on behalf of a family. Sometimes a child care provider or agency staff member who recognizes a developmental problem will be the one to make a referral. It is important that all DoD personnel who regularly come in contact with parents and their young children know that they can initiate referrals for EIS if they suspect a child is in need of services. 

EIS/Part C: Referrals should be made to the local agency designated as having responsibility for EIS. MilitaryHOMEFRONT's MilitaryINSTALLATIONS provides information on all military installations worldwide should provide the local point of contact for the EIS program. Additionally, the National Early Childhood Technical Assistance Center (NECTAC) maintains a listing of state contacts for Part C services on its website. 

DoD/EIS: Referrals are made to the Educational and Developmental Intervention Service (EDIS) program at the medical treatment facility (MTF) that serves the family's installation or overseas location.

Once a child is referred for EIS, it takes a significant amount of planning and coordination to ensure an evaluation is completed, an individual family service plan (IFSP) is developed, and services are provided as required by IDEA. The process involves:

• coordinating the evaluation and assessments that are needed
• coordinating activities related to the development, review and evaluation of an IFSP
• accessing and coordinating services listed on the IFSP 

EIS/Part C: A service coordinator or case manager is assigned to each eligible family to gather information from the family, arrange for assessments and evaluations to be completed, and manage the process of developing/reviewing the IFSP. This person works with the family to ensure all of the services on the IFSP are carried out as planned and assists them in planning for transition to an appropriate setting when the child reaches age three. 

DoD/EIS: The Military Medical Department's Educational and Developmental Intervention Service (EDIS) to which the family is referred coordinates EIS overseas and at CONUS installations with DoD schools.

Once a child is referred for EIS, it takes a significant amount of planning and coordination to ensure an evaluation is completed, an individual family service plan (IFSP) is developed, and services are provided as required by IDEA. The process involves:

• coordinating the evaluation and assessments that are needed
• coordinating activities related to the development, review and evaluation of an IFSP
• accessing and coordinating services listed on the IFSP 

EIS/Part C: A service coordinator or case manager is assigned to each eligible family to gather information from the family, arrange for assessments and evaluations to be completed, and manage the process of developing/reviewing the IFSP. This person works with the family to ensure all of the services on the IFSP are carried out as planned and assists them in planning for transition to an appropriate setting when the child reaches age three. 

DoD/EIS: The Military Medical Department's Educational and Developmental Intervention Service (EDIS) to which the family is referred coordinates EIS overseas and at CONUS installations with DoD schools.

Within the United States, families can receive information on EIS through the United States Department of Education, Office of Special Education and Rehabilitative Services or through the Military Medical Departments. Within the Department of Defense, the Military Medical Departments provide EIS through their programs called Educational and Developmental Intervention Services (EDIS). 

In the United States and its territories, EIS/Part C services are usually provided through the public school system or the public health system. The National Early Childhood Technical Assistance Center (NECTAC) provides a listing by state and territory of the State Part C Coordinators.

Within the United States, families can receive information on EIS through the United States Department of Education, Office of Special Education and Rehabilitative Services or through the Military Medical Departments. Within the Department of Defense, the Military Medical Departments provide EIS through their programs called Educational and Developmental Intervention Services (EDIS). 

In the United States and its territories, EIS/Part C services are usually provided through the public school system or the public health system. The National Early Childhood Technical Assistance Center (NECTAC) provides a listing by state and territory of the State Part C Coordinators.

A referral for evaluation can be made to the school by any person at any time. Normally, it is a parent, teacher, doctor, or friend who notices that a child is not making progress or is showing signs of physical/behavioral difficulties that interfere with learning. Early childhood education programs offered through military or civilian child development programs, and Head Start or Sure Start, are in a position to identify problems and make referrals. Requests for evaluation should be made in writing since the referral is the first point on a timeline set by the state agency or DoD for completing evaluations. When the referral is made by someone other than the parents of the child, the school system must notify the parents and request permission to evaluate their child. An evaluation cannot begin until parents give their permission.

A referral for evaluation can be made to the school by any person at any time. Normally, it is a parent, teacher, doctor, or friend who notices that a child is not making progress or is showing signs of physical/behavioral difficulties that interfere with learning. Early childhood education programs offered through military or civilian child development programs, and Head Start or Sure Start, are in a position to identify problems and make referrals. Requests for evaluation should be made in writing since the referral is the first point on a timeline set by the state agency or DoD for completing evaluations. When the referral is made by someone other than the parents of the child, the school system must notify the parents and request permission to evaluate their child. An evaluation cannot begin until parents give their permission.

Yes. The law requires that parents be included in every step of the evaluation process and notified of the time and place of any meeting where their child's evaluation or eligibility is being discussed. Upon completion of the evaluation, a written summary must be provided to the parents identifying what tests were given, the results and their implications for programming, and the team's recommendations. If the parents do not agree with the results of the evaluation or feel that it is not complete, they may negotiate informally with the school system to undertake additional evaluations, to include information provided by the parents, or to delete disputed information from the record. 

If the informal approach does not bring satisfaction, then the parents may request an independent evaluation at public expense. State school systems and DoDEA have differing processes for obtaining independent evaluations, but neither can deny a request for one.

Yes. The law requires that parents be included in every step of the evaluation process and notified of the time and place of any meeting where their child's evaluation or eligibility is being discussed. Upon completion of the evaluation, a written summary must be provided to the parents identifying what tests were given, the results and their implications for programming, and the team's recommendations. If the parents do not agree with the results of the evaluation or feel that it is not complete, they may negotiate informally with the school system to undertake additional evaluations, to include information provided by the parents, or to delete disputed information from the record. 

If the informal approach does not bring satisfaction, then the parents may request an independent evaluation at public expense. State school systems and DoDEA have differing processes for obtaining independent evaluations, but neither can deny a request for one.

The Individuals with Disabilities Education Act (IDEA) defines five disability categories:

• Physical Impairment
• Emotional Impairment
• Communication Impairment
• Learning Impairment
• Developmental Delay  

Each state and the Department of Defense (DoD) are responsible for defining the criteria to be used to decide whether or not a student's condition fits into one of these categories. All DoD schools in the United States and overseas use standardized eligibility criteria for each disability category, but states have variations in eligibility criteria for each category. State education agency websites can be found through MilitaryHOMEFRONT's State Resources web page.

The Individuals with Disabilities Education Act (IDEA) defines five disability categories:

• Physical Impairment
• Emotional Impairment
• Communication Impairment
• Learning Impairment
• Developmental Delay  

Each state and the Department of Defense (DoD) are responsible for defining the criteria to be used to decide whether or not a student's condition fits into one of these categories. All DoD schools in the United States and overseas use standardized eligibility criteria for each disability category, but states have variations in eligibility criteria for each category. State education agency websites can be found through MilitaryHOMEFRONT's State Resources web page.

Special education eligibility decisions are made by a committee of school officials that compares the evaluation results to the criteria it is required to use in defining disabling conditions. Depending on the policies of the school system, parents may or may not be invited to participate in the eligibility meeting. However, all school systems have policies in place for reviewing or mediating eligibility decisions that are disputed by the parents. The law requires school systems to conduct a new evaluation and make a new eligibility decision at least every three years.

Special education eligibility decisions are made by a committee of school officials that compares the evaluation results to the criteria it is required to use in defining disabling conditions. Depending on the policies of the school system, parents may or may not be invited to participate in the eligibility meeting. However, all school systems have policies in place for reviewing or mediating eligibility decisions that are disputed by the parents. The law requires school systems to conduct a new evaluation and make a new eligibility decision at least every three years.

When a child has been determined eligible for special education, school systems are required to develop an IEP in collaboration with the parents. The IEP is a written statement describing a specially-designed program for the student, and it has five parts:

• Student description including educational and behavioral performance, interests, talents, physical and emotional development, and learning style
• Annual goals that are measurable and specific objectives for reaching goals 
• Specific educational and related services the student will receive including the extent to which will he/she will/will not participate in the regular education program 
• Time and duration of services including dates for the beginning and ending of each service and location of related services
• Criteria, methods and timelines for evaluating achievement of short-term objectives 

When a child has been determined eligible for special education, school systems are required to develop an IEP in collaboration with the parents. The IEP is a written statement describing a specially-designed program for the student, and it has five parts:

• Student description including educational and behavioral performance, interests, talents, physical and emotional development, and learning style
• Annual goals that are measurable and specific objectives for reaching goals 
• Specific educational and related services the student will receive including the extent to which will he/she will/will not participate in the regular education program 
• Time and duration of services including dates for the beginning and ending of each service and location of related services
• Criteria, methods and timelines for evaluating achievement of short-term objectives 

Developing the IEP is a joint effort by school personnel and parents. By law, parents must be involved in the process of deciding on the goals and objectives, educational program and services for their disabled child, as well as evaluating progress. Parents should be encouraged to participate actively in IEP meetings by offering observations of their child's performance and behavior and sharing ideas about goals and objectives. The IEP is supposed to reflect a student's strengths as well as needs, and parents often ensure a complete picture of their child is presented. IEP meetings are required at least once a year to review progress and set new goals or objectives. However, an IEP meeting may be requested by the parent at any time.

Developing the IEP is a joint effort by school personnel and parents. By law, parents must be involved in the process of deciding on the goals and objectives, educational program and services for their disabled child, as well as evaluating progress. Parents should be encouraged to participate actively in IEP meetings by offering observations of their child's performance and behavior and sharing ideas about goals and objectives. The IEP is supposed to reflect a student's strengths as well as needs, and parents often ensure a complete picture of their child is presented. IEP meetings are required at least once a year to review progress and set new goals or objectives. However, an IEP meeting may be requested by the parent at any time.

The IEP is the focal point of each student's special education program. It articulates the details of the program as agreed upon by both parents and school personnel and commits the resources necessary to complete the program. It also serves as a management tool for school systems to ensure appropriate education and related services. School systems, parents, and individual students all have a stake in having a well-written, comprehensive, and accurate IEP that is revised at least annually to reflect a student's most current needs and progress. All DoD schools use a standardized form for the IEP, but individual state agencies have their own formats for documenting the required components of the IEP. Parents may be referred to the Department of Education's IEP web site for more information on IEP format, contents, and samples.

The IEP is the focal point of each student's special education program. It articulates the details of the program as agreed upon by both parents and school personnel and commits the resources necessary to complete the program. It also serves as a management tool for school systems to ensure appropriate education and related services. School systems, parents, and individual students all have a stake in having a well-written, comprehensive, and accurate IEP that is revised at least annually to reflect a student's most current needs and progress. All DoD schools use a standardized form for the IEP, but individual state agencies have their own formats for documenting the required components of the IEP. Parents may be referred to the Department of Education's IEP web site for more information on IEP format, contents, and samples.

A student's IEP must be delivered in the least restrictive environment that is able to accommodate the child's needs without jeopardizing the educational needs of other students. In other words, children should only be removed from the regular classroom when the nature and severity of their disability makes it necessary to do so. If the regular classroom and appropriate supportive/related services are not possible, the IEP must be carried out at public expense in one of these settings, as appropriate for the child's needs:

• a special class in a public school with appropriate supportive/related services
• a special public school
• a special education program in private day or residential school that meets specific standards
• a special home or hospital program

A student's IEP must be delivered in the least restrictive environment that is able to accommodate the child's needs without jeopardizing the educational needs of other students. In other words, children should only be removed from the regular classroom when the nature and severity of their disability makes it necessary to do so. If the regular classroom and appropriate supportive/related services are not possible, the IEP must be carried out at public expense in one of these settings, as appropriate for the child's needs:

• a special class in a public school with appropriate supportive/related services
• a special public school
• a special education program in private day or residential school that meets specific standards
• a special home or hospital program

"Inclusion" is the term used to describe a school's intent to educate students with disabilities in the regular classroom to the greatest degree possible. An inclusive program requires that the child benefit from being in the classroom and not that he or she keep up with the other students. State agencies and DoD school systems must provide a full continuum of services for children with disabilities and ensure their inclusion in the general education program.

"Inclusion" is the term used to describe a school's intent to educate students with disabilities in the regular classroom to the greatest degree possible. An inclusive program requires that the child benefit from being in the classroom and not that he or she keep up with the other students. State agencies and DoD school systems must provide a full continuum of services for children with disabilities and ensure their inclusion in the general education program.

Although the law requires early childhood special education services to be available beginning on the child's third birthday, it is the family's decision whether or not to enroll their child in these school programs. For preschool-age children, the least restrictive environment may be the installation or community child development program, preschool, Head Start/Sure Start, or other program where three to five year olds spend part of the day.

Although the law requires early childhood special education services to be available beginning on the child's third birthday, it is the family's decision whether or not to enroll their child in these school programs. For preschool-age children, the least restrictive environment may be the installation or community child development program, preschool, Head Start/Sure Start, or other program where three to five year olds spend part of the day.

"Related services" is the term the Individuals with Disabilities Education Act (IDEA) uses to describe services that are not specifically educational but are necessary for a student to benefit from special education. Related services include, but are not limited to, occupational therapy, physical therapy, adaptive physical education, vocational evaluation, medical diagnosis/ evaluation, social work services, speech/language therapy, recreation, counseling/parent training, audiology, psychological services, transportation, and school health services.

"Related services" is the term the Individuals with Disabilities Education Act (IDEA) uses to describe services that are not specifically educational but are necessary for a student to benefit from special education. Related services include, but are not limited to, occupational therapy, physical therapy, adaptive physical education, vocational evaluation, medical diagnosis/ evaluation, social work services, speech/language therapy, recreation, counseling/parent training, audiology, psychological services, transportation, and school health services.

All school systems use a multidisciplinary team of professionals to evaluate a student's abilities, strengths, and weaknesses. Team members will include school personnel who are credentialed in different areas of expertise such as psychology, social work, nursing, special education, and regular education. Within the Department of Defense Education Activity (DoDEA), teams are consistently called Case Study Committees. In state school systems, they may be given other names.

All school systems use a multidisciplinary team of professionals to evaluate a student's abilities, strengths, and weaknesses. Team members will include school personnel who are credentialed in different areas of expertise such as psychology, social work, nursing, special education, and regular education. Within the Department of Defense Education Activity (DoDEA), teams are consistently called Case Study Committees. In state school systems, they may be given other names.

The evaluation is a series of formal tests to gain information about the student's development in movement, communication, social relationships, behavior, independence and self-concept, senses and perception, thinking skills, and learning style. Tests must be administered by qualified persons and in the student's primary language or method of communicating. Information gathered about the student's educational needs is used to determine whether a special education program is necessary.

The evaluation is a series of formal tests to gain information about the student's development in movement, communication, social relationships, behavior, independence and self-concept, senses and perception, thinking skills, and learning style. Tests must be administered by qualified persons and in the student's primary language or method of communicating. Information gathered about the student's educational needs is used to determine whether a special education program is necessary.

The need for related services may be identified during the initial evaluation/eligibility process or after the development of the initial IEP when there is evidence that additional support is necessary. Related services must be listed on the IEP. 

In schools operated by the DoD overseas, related services support is provided by the Educational and Developmental Intervention Services (EDIS) through the military medical departments. Even though these services are provided by a medical component, the services are considered educational services and are an integral part of the overall special education program provided by the school.

The need for related services may be identified during the initial evaluation/eligibility process or after the development of the initial IEP when there is evidence that additional support is necessary. Related services must be listed on the IEP. 

In schools operated by the DoD overseas, related services support is provided by the Educational and Developmental Intervention Services (EDIS) through the military medical departments. Even though these services are provided by a medical component, the services are considered educational services and are an integral part of the overall special education program provided by the school.

Students who are enrolling in Department of Defense Education Activity (DoDEA) schools must meet specific immunization requirements prior to enrollment. The Certification of Immunization (DoDEA Form 2942.0-M-F1, August, 2006) should be completed by the local medical authority and provided to school officials at the time of registration for placement in the student's school health record. Exceptions to the immunization requirement may be made for the following reasons:

• Medical –A child with a medical contraindication to one or more vaccines may be exempt from the immunization requirement. The parent or guardian must present a statement from a licensed physician, nurse, nurse practitioner, or other health care professional that the physical condition of the child is such that the administration or one or more of the required immunizing agents is contraindicated, and whether the condition is permanent or temporary. If the condition is temporary, the vaccine must be received within thirty days of the exemption expiration date. For the protection of the medically exempt student and the safety of other students enrolled, the medically exempt student will be excluded from school during a documented outbreak of a contagious disease.
• Documented History – A student may be exempt from all or part of the measles, mumps, rubella (MMR), varicella (chicken pox) and hepatitis B requirement through a blood titer test that shows that the student has one or more of these diseases.
• Religious – A child's parents or guardian may claim exemption for religious reasons. If the parent maintains the need to continue the religious exemption during a documented outbreak of a contagious disease, the student will be excluded from school for his or her protection and the safety of the other students until the contagious period is over. Religious exemptions require a written statement from the parent stating that he or she objects to the vaccination based upon personal beliefs.

Students who are enrolling in Department of Defense Education Activity (DoDEA) schools must meet specific immunization requirements prior to enrollment. The Certification of Immunization (DoDEA Form 2942.0-M-F1, August, 2006) should be completed by the local medical authority and provided to school officials at the time of registration for placement in the student's school health record. Exceptions to the immunization requirement may be made for the following reasons:

• Medical –A child with a medical contraindication to one or more vaccines may be exempt from the immunization requirement. The parent or guardian must present a statement from a licensed physician, nurse, nurse practitioner, or other health care professional that the physical condition of the child is such that the administration or one or more of the required immunizing agents is contraindicated, and whether the condition is permanent or temporary. If the condition is temporary, the vaccine must be received within thirty days of the exemption expiration date. For the protection of the medically exempt student and the safety of other students enrolled, the medically exempt student will be excluded from school during a documented outbreak of a contagious disease.
• Documented History – A student may be exempt from all or part of the measles, mumps, rubella (MMR), varicella (chicken pox) and hepatitis B requirement through a blood titer test that shows that the student has one or more of these diseases.
• Religious – A child's parents or guardian may claim exemption for religious reasons. If the parent maintains the need to continue the religious exemption during a documented outbreak of a contagious disease, the student will be excluded from school for his or her protection and the safety of the other students until the contagious period is over. Religious exemptions require a written statement from the parent stating that he or she objects to the vaccination based upon personal beliefs.

The Department of Defense Education Activity (DoDEA) Special Education website has a list of special education relocation suggestions for families when they are relocating overseas. The DoDEA website also provides points of contact for each overseas area. If a special needs child requires special equipment, assistive technology, or individualized paraprofessional support, parents should contact the responsible area special education office.

The Department of Defense Education Activity (DoDEA) Special Education website has a list of special education relocation suggestions for families when they are relocating overseas. The DoDEA website also provides points of contact for each overseas area. If a special needs child requires special equipment, assistive technology, or individualized paraprofessional support, parents should contact the responsible area special education office.

Parents can reduce educational lag time by being proactive with the losing and gaining school systems. Installation service provides can help relocating special-needs families by reminding them to:

• request the losing school to provide them with copies of the child's records
• verify that IEP, evaluation and eligibility determination are current
• get teachers' recommendations in writing, if possible
• hand carry IEP and other school records - do not ship them in hold baggage
• contact gaining school to enroll upon arrival or in advance of arrival if the child has a very specific need or hard-to-serve disability

Parents can reduce educational lag time by being proactive with the losing and gaining school systems. Installation service provides can help relocating special-needs families by reminding them to:

• request the losing school to provide them with copies of the child's records
• verify that IEP, evaluation and eligibility determination are current
• get teachers' recommendations in writing, if possible
• hand carry IEP and other school records - do not ship them in hold baggage
• contact gaining school to enroll upon arrival or in advance of arrival if the child has a very specific need or hard-to-serve disability

Even with the most careful advance preparation, many parents are not prepared for differences between losing and gaining school systems in how they implement the essential components of IDEA. The new school may accept the student's current IEP or require a new evaluation and IEP (IEPs are accepted by DoD school systems) and may also use different methods, timelines and documentation procedures and may determine that the child is not eligible for services he or she had been receiving at his or her previous school.

Even with the most careful advance preparation, many parents are not prepared for differences between losing and gaining school systems in how they implement the essential components of IDEA. The new school may accept the student's current IEP or require a new evaluation and IEP (IEPs are accepted by DoD school systems) and may also use different methods, timelines and documentation procedures and may determine that the child is not eligible for services he or she had been receiving at his or her previous school.

STOMP is a federally funded parent training and information center established to assist military families who have children with special education or health needs. STOMP provides military parents with individual assistance, training workshops, and educational materials about a full range of issues for education, medical care, and support.

Parents may visit the STOMP website or contact the STOMP main office at:
6316 So. 12th St.
Tacoma, WA 98465
1-253-565-2266 (v/TTY) | 1-800-5-PARENT (v/TTY)

STOMP is a federally funded parent training and information center established to assist military families who have children with special education or health needs. STOMP provides military parents with individual assistance, training workshops, and educational materials about a full range of issues for education, medical care, and support.

Parents may visit the STOMP website or contact the STOMP main office at:
6316 So. 12th St.
Tacoma, WA 98465
1-253-565-2266 (v/TTY) | 1-800-5-PARENT (v/TTY)

Many installations now have a SLO to serve as a bridge and facilitator between schools and military families. SLOs have a special role working with schools to minimize the negative consequences of transitions and informing school personnel as well as the installation command about issues related to the education of military youth, including special education. Parents who are having difficulties working in partnership with school personnel should be referred to the installation SLO.

Many installations now have a SLO to serve as a bridge and facilitator between schools and military families. SLOs have a special role working with schools to minimize the negative consequences of transitions and informing school personnel as well as the installation command about issues related to the education of military youth, including special education. Parents who are having difficulties working in partnership with school personnel should be referred to the installation SLO.

When a special education student reaches the age of fourteen, schools must include in the IEP a statement of the services that the student will require to transition out of the school system and into the adult community. At age sixteen, the IEP must have specific transition goals and objectives that address the student's vocational aspirations as well as plans for living arrangements, financial support, and continued training/education. At this point, school, student, and parents together may develop a separate Individualized Transition Plan. When schools have a dedicated transition-planning team that is fully engaged with the student and parents in developing an Individualized Transition Plan, it can mean the difference between a future of uncertainty and fear or one of confidence and triumph.

When a special education student reaches the age of fourteen, schools must include in the IEP a statement of the services that the student will require to transition out of the school system and into the adult community. At age sixteen, the IEP must have specific transition goals and objectives that address the student's vocational aspirations as well as plans for living arrangements, financial support, and continued training/education. At this point, school, student, and parents together may develop a separate Individualized Transition Plan. When schools have a dedicated transition-planning team that is fully engaged with the student and parents in developing an Individualized Transition Plan, it can mean the difference between a future of uncertainty and fear or one of confidence and triumph.

Federal law requires that special education services be available through age twenty-one. For students who remain in school until their eligibility ends, the last years focus on career planning and skills necessary for independent living or employment. Others may graduate and continue to receive some services in community or college settings. New graduation requirements of the No Child Left Behind Act have limited the opportunity for many special education students to receive a regular high school diploma. Thus, students and their parents should become familiar with diploma options offered by the school for students who are not able to take certain advanced courses now required for graduation.

Federal law requires that special education services be available through age twenty-one. For students who remain in school until their eligibility ends, the last years focus on career planning and skills necessary for independent living or employment. Others may graduate and continue to receive some services in community or college settings. New graduation requirements of the No Child Left Behind Act have limited the opportunity for many special education students to receive a regular high school diploma. Thus, students and their parents should become familiar with diploma options offered by the school for students who are not able to take certain advanced courses now required for graduation.

At least one year prior to the age of majority (eighteen in the DoD schools overseas and in most, but not all, states), the school system must inform special education students and their families of the legal rights that will transfer to the student as an adult. This information must be in writing in the parent’s native language.

At least one year prior to the age of majority (eighteen in the DoD schools overseas and in most, but not all, states), the school system must inform special education students and their families of the legal rights that will transfer to the student as an adult. This information must be in writing in the parent’s native language.

One of the six principles that guides special education under the Individuals with Disabilities Education Act (IDEA) is "Procedural Safeguards." Safeguards built into the law protect the rights of parents and their child with a disability and provide families and schools a mechanism for resolving disputes. IDEA guarantees parents the right to:

• inspect and review all of their child’s educational records
• obtain an independent educational evaluation of their child
• receive written prior notice on matters regarding the identification, evaluation or educational placement of their child, or the provision of free and appropriate education to their child
• request a due process hearing on these matters, which must be conducted by an impartial hearing officer
• appeal the initial hearing decision to the state educational agency (or DoDEA) if it did not conduct the hearing
• have their child remain in the current educational placement, unless the parent and the agency agree otherwise, while administrative or judicial proceedings are pending
• bring civil action in an appropriate state or federal court to appeal a final hearing decision
• request reasonable attorney’s fees from a court for actions or proceedings brought under IDEA (under certain circumstances)
• give or refuse consent before their child is initially evaluated or placed in a special education program for the first time

One of the six principles that guides special education under the Individuals with Disabilities Education Act (IDEA) is "Procedural Safeguards." Safeguards built into the law protect the rights of parents and their child with a disability and provide families and schools a mechanism for resolving disputes. IDEA guarantees parents the right to:

• inspect and review all of their child’s educational records
• obtain an independent educational evaluation of their child
• receive written prior notice on matters regarding the identification, evaluation or educational placement of their child, or the provision of free and appropriate education to their child
• request a due process hearing on these matters, which must be conducted by an impartial hearing officer
• appeal the initial hearing decision to the state educational agency (or DoDEA) if it did not conduct the hearing
• have their child remain in the current educational placement, unless the parent and the agency agree otherwise, while administrative or judicial proceedings are pending
• bring civil action in an appropriate state or federal court to appeal a final hearing decision
• request reasonable attorney’s fees from a court for actions or proceedings brought under IDEA (under certain circumstances)
• give or refuse consent before their child is initially evaluated or placed in a special education program for the first time

Disagreements between parents and schools over decisions or action taken in any aspect of the special education program can lead to a breakdown in the partnership essential for the education of children with disabilities. The rights of parents to question actions, seek outside opinions, and pursue legal redress through due process proceedings are clearly stated in the law. However, parents should be encouraged to try resolving conflicts through informal communication or negotiation with school officials at the local or higher levels before taking legal steps. Those who have exhausted all avenues of communication with the school system, consulted outside experts and advocacy groups, and kept accurate records of their efforts will be in a better position if it becomes necessary to seek a legal hearing. School systems must provide the parties in a dispute that could be subject to a due process hearing the opportunity to resolve those disputes through mediation. Mediation is voluntary and conducted by a qualified and impartial mediator at no cost to parents.

Disagreements between parents and schools over decisions or action taken in any aspect of the special education program can lead to a breakdown in the partnership essential for the education of children with disabilities. The rights of parents to question actions, seek outside opinions, and pursue legal redress through due process proceedings are clearly stated in the law. However, parents should be encouraged to try resolving conflicts through informal communication or negotiation with school officials at the local or higher levels before taking legal steps. Those who have exhausted all avenues of communication with the school system, consulted outside experts and advocacy groups, and kept accurate records of their efforts will be in a better position if it becomes necessary to seek a legal hearing. School systems must provide the parties in a dispute that could be subject to a due process hearing the opportunity to resolve those disputes through mediation. Mediation is voluntary and conducted by a qualified and impartial mediator at no cost to parents.

Despite legal guarantees and the sincere efforts of most teachers, special education coordinators, and school administrators, parents soon discover that they must become their child's primary advocate in negotiating for his or her needs throughout the school years. To become a successful advocate, parents must become an expert in special education laws, processes and resources; an astute observer of their child's strengths, weaknesses and personality; and a confident and articulate spokesperson for his or her needs. 

Everyone who provides services and support to parents has an obligation to help empower parents in their role as advocate and principal spokesperson for their child without assuming their responsibilities.

Despite legal guarantees and the sincere efforts of most teachers, special education coordinators, and school administrators, parents soon discover that they must become their child's primary advocate in negotiating for his or her needs throughout the school years. To become a successful advocate, parents must become an expert in special education laws, processes and resources; an astute observer of their child's strengths, weaknesses and personality; and a confident and articulate spokesperson for his or her needs. 

Everyone who provides services and support to parents has an obligation to help empower parents in their role as advocate and principal spokesperson for their child without assuming their responsibilities.

When young adults with disabilities leave school, they have a number of options for further educational and work opportunities depending on the services available in their communities. With a good transition plan developed over time by the student, parents, teachers, vocational counselors, and representatives of community programs, the student will be prepared to move to the next level of formal or on-the-job training. Options include:

• Competitive employment – full- or part-time regular jobs, paying at least minimum wage
• Post secondary education – enrollment in a college or university, community college, or vocational school, or through an apprenticeship program
• Transitional job training (TJT) – short-term programs (under two years) designed to provide vocational skills necessary to help an individual obtain competitive employment
• Supported employment – paid employment for persons with severe disabilities who need ongoing support to get and keep jobs
• Sheltered employment – a work environment in a supervised setting where disabled workers are paid a "piece rate" for roughly half the productivity of an average workforce
• Adult day programs – settings in which staff members assist clients in personal care, community living, and vocational skill development

When young adults with disabilities leave school, they have a number of options for further educational and work opportunities depending on the services available in their communities. With a good transition plan developed over time by the student, parents, teachers, vocational counselors, and representatives of community programs, the student will be prepared to move to the next level of formal or on-the-job training. Options include:

• Competitive employment – full- or part-time regular jobs, paying at least minimum wage
• Post secondary education – enrollment in a college or university, community college, or vocational school, or through an apprenticeship program
• Transitional job training (TJT) – short-term programs (under two years) designed to provide vocational skills necessary to help an individual obtain competitive employment
• Supported employment – paid employment for persons with severe disabilities who need ongoing support to get and keep jobs
• Sheltered employment – a work environment in a supervised setting where disabled workers are paid a "piece rate" for roughly half the productivity of an average workforce
• Adult day programs – settings in which staff members assist clients in personal care, community living, and vocational skill development

Young adults who have an impediment to employment caused by a physical or mental disability may be eligible to receive vocational rehabilitation assistance from their state. Vocational rehabilitation is a federal/state funded program designed to obtain, maintain, and improve employment for people with disabilities. Services provided to disabled adults may include personal adjustment training, vocational training, counseling and guidance, rehabilitation technology services and medical services/treatment. Job placement is an essential component of vocational rehabilitation programs, and they work with employers and other partners to increase job opportunities for disabled persons. Military families may be referred to their state vocational rehabilitation agency to learn about the services available, eligibility requirements, and nearest vocational rehabilitation center.

Young adults who have an impediment to employment caused by a physical or mental disability may be eligible to receive vocational rehabilitation assistance from their state. Vocational rehabilitation is a federal/state funded program designed to obtain, maintain, and improve employment for people with disabilities. Services provided to disabled adults may include personal adjustment training, vocational training, counseling and guidance, rehabilitation technology services and medical services/treatment. Job placement is an essential component of vocational rehabilitation programs, and they work with employers and other partners to increase job opportunities for disabled persons. Military families may be referred to their state vocational rehabilitation agency to learn about the services available, eligibility requirements, and nearest vocational rehabilitation center.

The state vocational rehabilitation agency can provide financial assistance to eligible persons with a disability whose individual written rehabilitation plan (IWRP) includes college or technical school training as a means of achieving a vocational goal leading to competitive employment. However, agencies will require college-bound clients to apply for financial aid from the school or college they plan to attend. Colleges and universities must provide reasonable accommodations to students with disabilities in accordance with the Americans with Disabilities Act and Section 504 of the Rehabilitation Act of 1973. Most institutions of higher education have a disability support services office with counselors to help disabled students determine what accommodations they will need and how they can best be met. Students accepted to a school should be advised to get in touch with this office in advance and be prepared to provide a recent assessment of their disability.

The state vocational rehabilitation agency can provide financial assistance to eligible persons with a disability whose individual written rehabilitation plan (IWRP) includes college or technical school training as a means of achieving a vocational goal leading to competitive employment. However, agencies will require college-bound clients to apply for financial aid from the school or college they plan to attend. Colleges and universities must provide reasonable accommodations to students with disabilities in accordance with the Americans with Disabilities Act and Section 504 of the Rehabilitation Act of 1973. Most institutions of higher education have a disability support services office with counselors to help disabled students determine what accommodations they will need and how they can best be met. Students accepted to a school should be advised to get in touch with this office in advance and be prepared to provide a recent assessment of their disability.