Improving Systems, Practices and Outcomes

Early Intervention Program
for Infants and Toddlers with Disabilities
(Part C of IDEA)

photograph of child

Part C of IDEA topic editors: Joan Danaher and Sue Goode

Most recent additions to this page:

(See also, our related IDEA and Part B, Section 619 Web pages)

The Basics

  • Overview to the Early Intervention Program for Infants and Toddlers with Disabilities (Part C) under IDEA
  • Minimum Components required under IDEA of a statewide, comprehensive system of early intervention services
  • Lead Agencies for the Part C Early Intervention Program in each state and participating jurisdiction
  • National Program Data: Annual federal appropriations and number of children served (updated October 23, 2014): See also, PDF: Part C Appropriations and Child Count 1987-2012 (updated January 1, 2014)
  • WWW: Historical Data Tables: Section 618 of IDEA requires states to annually collect and report data for Part C: child count, settings for early intervention services, numbers of and reasons for children exiting services, counts of services and service categories. Data is also shown by race/ethnicity.

Federal Law, Regulations and Policy Letters

States' Part C Rules, Regulations and Policies

The ECTA Center has collected a list of links to states' rules, regulations and policies for implementing Part C of IDEA. If your state has similar resources available online, please contact Sue Goode to add them to our list.

Extended Part C Option

(See Extended Part C Option)

Part C Contacts

National Reports on the Implementation of Part C of IDEA

Part C SPP/APRs

Part C State Grants

OSEP Resources - Part C of IDEA 2004

(See OSEP Part C Guidance and Training Resources)

Links on this site are verified monthly. This page content was last reviewed on 12/09/2014 CF

Early Childhood Technical Assistance Center

  • CB 8040
  • Chapel Hill, NC 27599-8040
  • phone: 919.962.2001
  • fax: 919.966.7463
  • email: ectacenter@unc.edu

The ECTA Center is a program of the FPG Child Development Institute of the University of North Carolina at Chapel Hill, funded through cooperative agreement number H326P120002 from the Office of Special Education Programs, U.S. Department of Education. Opinions expressed herein do not necessarily represent the Department of Education's position or policy.

  • FPG Child Development Institute
  • OSEP's TA&D Network:IDEAs that Work