In an ECE setting, the goal is to provide a learning environment that promotes development while aligning with developmentally appropriate practice. When working with children with special needs, the individual learning goals and support will vary based on their specific abilities. In order to access these abilities, many children will need a personalized learning plan that identifies the specific types of support needed to meet their learning requirements and enhance development. The personalized learning plans are typically called Individual Family Service Plan (IFSP) or Individual Education Program (IEP). The IFSP is used for infants and toddlers while an IEP is used for older preschoolers.
 
These plans outline the specific exceptionality of the child and identity modifications that are necessary to support the learner in a manner which is developmentally appropriate. The IFSP is a collaborative plan that requires input from both the family and the educator to identify areas of need and construct learning experiences that will support the individual needs of the child. The goal of the IFSP is to establish a working partnership between the home and the school to support a collaborative and consistent learning experience that extends beyond the classroom. For example, if a child with a motor delay is working on self-feeding, both the family and the teacher would use the same strategy at meal times to keep the support consistent.
 
IEP
 
An IEP is similar to an IFSP but is designed to meet the needs of older children.
 
Based on Federal Requirements, an IEP must contain the following areas.
 
1. Present levels of performance. A statement of the child’s present strengths and levels of academic achievement and functional performance, including how the disability affects involvement and progress in the general education curriculum.
 
2. Disability. Identification of the child’s disability and how it may interfere with the child’s learning.
 
3. Measurable annual goals and short-term objectives (or benchmarks). A statement of measurable annual goals based on the child’s strengths and levels of performance. The goals must include academic (readiness) and functional goals. Short-term objectives for meeting the annual goals are required if the child has significant cognitive delays.
 
4. A statement of the specific special education and related services and supplementary aids to be provided to the child and a statement of the program modifications and supports for school personnel that will be provided.
 
5. An explanation of the extent, if any, that the child will not participate with nondisabled children in the regular class.
 
Cook, R. E., Klein, M.