PEDIATRICS Vol. 80 No. 5 November 1987, pp. 750-751
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Pediatrician's Role in Development and Implementation of an Individual Education Plan

Committee on Children With Disabilities

According to the US Department of Education, 4.36 million children in the United States (more than 11% of children 3 to 21 years of age) received some special education services during the 1984/1985 school year.1 Therefore, it is likely that a sizeable percentage of children seen in a pediatric practice for initial evaluation and follow-up care will have a developmental disability that requires an individual education plan. Pediatricians must understand the importance of such a plan and be aware of their role in its development, implementation, and interpretation.

BACKGROUND

Public Law 94-142, the Education for All Handicapped Children Act of 1975, was intended as an educational bill of rights for handicapped children, guaranteeing them a free and appropriate education. The law required identification, diagnosis, education, and related services for children 5 to 18 years of age. In 1977, the age range was extended to include children between 3 and 21 years, with services for children between the ages of 3 and 5 years remaining optional. Not only were these services to be provided, but states were encouraged to seek out handicapped children who had not been previously served. Public Law 99-457, the Education of the Handicapped Act Amendments of 1986, further extends the range of the law by mandating services for children 3 to 5 years of age. This new law also provides funding for states to voluntarily develop programs that serve infants and toddlers (birth to 3 years of age) who are at risk for or are suspected of having handicapping conditions.