JAASEP SPECIAL ISSUE 2026 Part 3 of 5
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Family-centered practices are critical to developing a high-quality Individualized Family Service Plan (IFSP; Durán et al., 2023), which outlines critical early intervention services for eligible infants and toddlers with developmental delays or disabilities from birth to age three under Part C of the Individuals with Disabilities Education Act (IDEA, 2004). The IFSP includes family priorities, goals, outcomes, and needed supports. Eligible children and families can receive services that include developmental instruction, speech and language therapy, occupational therapy, physical therapy, and service coordination that are typically delivered in natural environments such as homes and childcare settings at no cost to families.
This transition is a particularly vulnerable time for the children, families, and continuity of service delivery (Chang et al., 2023; OSEP, 2023). Critical elements to accessing services documented in the IFSP must be reviewed during this transition to develop the Individualized Education Program (IEP) under Part B. Services discussed during this transition are high stakes because of their potential to translate into real developmental gains for children that can impact long-term outcomes (Harkins-Brown et al., 2026). Consequently, federal law directs states to create procedures that support continuity for eligible children during this period.
Abstract
The transition from early intervention services under Part C to preschool special education under Part B of the Individuals with Disabilities Education Act is a critical point in the educational experiences of young children with disabilities and their families. In New Mexico, this transition occurs within a complex system shaped by rurality, cultural and linguistic diversity, and Tribal sovereignty. More than a procedural requirement, this critical transition must be part of the state’s broader responsibility to provide sufficient and equitable educational opportunities in alignment with the findings of facts and conclusions of the Yazzie/Martinez v. State of New Mexico (2018) case. We analyzed New Mexico’s early childhood special education context, examined practice gaps related to implementation of equitable early childhood transitions within this context, and proposed a Yazzie/Martinez-informed framework for equitable transitions grounded in statewide responsibility, continuity of services, meaningful family participation, cultural and linguistic responsiveness, respect for Tribal sovereignty, and equity focused accountability.