A Parent's Guide to Early Childhood Intervention and Early Childhood Special Education

Early Childhood Intervention (ECI) is a statewide program in the Texas Health and Human Services Commission that serves both children and their families from birth up to age 3. Children with developmental disabilities, delays or medical diagnoses may be eligible for ECI services.

It is important for families to know that a medical diagnosis or a doctor’s referral is not needed to access ECI services. Anyone involved with the child – family members, caregivers, teachers, doctors, or friends – may make a referral. 

To be eligible for ECI services, a child must: 

• have a medically diagnosed condition that is likely to cause a developmental delay, 
• be deaf or hard of hearing or have a visual impairment 
• have a developmental delay of at least 25 percent in one or more of the following areas of development - social-emotional, self-help, communication, motor functions, or cognitive skills. A delay in expressive language must be 33 percent or more.

Individualized Family Services Plan (IFSP) 

ECI programs develop an Individualized Family Services Plan (IFSP) for children who qualify for services. The IFSP addresses the unique needs of both the child and the family. 

ECI Services  

The initial services to identify a child’s strengths and weaknesses are provided by ECI at no cost to families. If a child qualifies for services through ECI, families may be asked to share a portion of the cost, called Family Cost Share, and the amount that families pay is based on a sliding scale.

Sensory Impairments 

In Texas, children who are deaf or hard of hearing (DHH), have a visual impairment (VI), or are deafblind (DB) are entitled to a free appropriate public education (FAPE) from birth. Therefore, the ECI and the local education agency (LEA) coordinate services in the area where your child resides.

Who to Contact at ECI 

You can search for the ECI program in your area by using the ECI Program Search Tool.

Early Childhood Special Education (ECSE) services are for children three through five years of age. These services are provided through local school districts and charter schools. Children with disabilities who qualify for ECSE services can receive a FAPE under the federal law called the Individuals with Disabilities Education Act (IDEA). This law states that children should be taught in the least restrictive environment (LRE) that will best meet their individual needs.  Early childhood teachers and other professionals provide services in a variety of settings such as child-care, preschool, Head Start, pre-kindergarten, kindergarten, and other early childhood settings.

A child must be evaluated and meet one of the 13 disability areas identified in the IDEA to receive ECSE services. Also, the disability must indicate an educational need for school-based services. After an evaluation is completed, the admission, review, and dismissal (ARD) committee will determine whether the child qualifies as a child with a disability and the child's educational needs.  

Texas uses the following list of disability categories to determine if a student (aged 3-21) is eligible for special education and related services.

Non-Categorical Early Childhood (NCEC)

Under IDEA, younger students may be eligible for special education and related services under Non-Categorical Early Childhood (NCEC). 

It is often difficult to identify very young children with a disability. With early intervention and appropriate services, children may not need special education when they reach first grade. The NCEC category allows preschoolers to benefit from special education and related services without being labeled with a specific disability. In Texas, a child between the ages of 3-5 may be eligible for services as NCEC if he or she has been identified as having one of the following: 

• Intellectual Disability
• Emotional Disturbance
• Specific Learning Disability
• Autism

The IEP is the centerpiece of the federal legislation called the IDEA. Disability Rights Texas and the Arc of Texas created a manual for parents that explains the IDEA's major requirements in simple language. Another resource you should be familiar with is the Parent's Guide to the Admission, Review, and Dismissal Process. The IEP should begin to prepare your child for life beyond school. Every step you take and every IEP you sign should have your child’s adult life in mind. Think of the IEP as a contract between you and the school. It is your role as a parent to participate in developing your child’s IEP and asking questions to ensure you understand all aspects of the IEP.

The LEA must notify the parent and obtain signed consent before evaluating a child. The notice and consent must be provided and explained in a language that the parents understand. It must include the evaluation process and all areas the school plans to test. Parents must also be given a copy of the procedural safeguards that explain the parents' and child's rights throughout the evaluation process.

When the child has received services for at least 90 days before his or her third birthday, and the ECI program notifies the LEA, the full and individual initial evaluation (FIIE), the ARD committee meeting and the IEP must be developed and implemented by your child’s third birthday. The first evaluation that occurs as a result of referral to special education is called the initial evaluation. This evaluation assesses a child in all areas of suspected disability and lays the groundwork for the ARD committee to determine the child’s eligibility for services. The initial evaluation also sets the first baseline for goals and monitoring of progress moving forward.

The ARD committee develops and adopts an IEP at least annually. Parents, the student when appropriate, school professionals, and others, when needed, serve on the committee. The ARD committee determines the start date of the IEP. If the child’s birthday occurs during the summer, services will begin by the first day of school or earlier, as determined by the IEP. The IEP focuses on the educational needs of the child.

The ARD committee will meet to determine eligibility based on the results of the FIIE. If the child is determined to be eligible for special education, the ARD committee will develop an IEP. The IEP describes the specific services and supports a student needs. It is a written plan that guides the specialized aspects of the student’s instructional day and school experience. This plan includes ensuring the student is educated with the non-disabled peers to the maximum extent appropriate.