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Improving Systems, Practices, and Outcomes

Telepractice in IDEA Part C

Telepractice is an appropriate methodology of service delivery under IDEA Part C:

"Question 5: What should the IFSP Team consider if a parent requests that early intervention services are provided virtually as a method of delivery?

Answer: The child's IFSP Team (including the parent) must determine whether delivering the service virtually is an appropriate methodology for each service identified on the IFSP. Prior to the COVID-19 pandemic some States permitted IFSP services to be delivered virtually. During various stages of the pandemic, States have allowed infants and toddlers with disabilities and their families to receive IFSP services virtually. Some parents may wish to continue to receive some or all IFSP services virtually. The State LA and its EIS providers may be able to provide IFSP services virtually depending on the State's policies and procedures, whether the services can be effectively provided on a virtual basis, and the individualized determination made by the child's IFSP Team. Early intervention services must be tailored to meet the unique needs of the individual child and family (34 C.F.R. § 303.344(d))."

Telepractice doesn't impact the purpose or requirements of early intervention. All Part C requirements remain in place, and the Individualized Family Service Plan (IFSP) team (including the parent) determines if telepractice is appropriate for each service under 34 CFR §303.340.

Effective telepractice creates live, interactive opportunities for providers to coach families and caregivers in identifying and using natural learning opportunities to promote their child's development and enhance participation in everyday routines and activities. When appropriate, telepractice may be used throughout the early intervention process just like in-person services, including:

  • Evaluation and assessment
  • IFSP meetings
  • Service delivery
  • Consultation
  • Service coordination, both initial and ongoing

What is Telepractice?

We use telepractice to describe the methodology used as an alternative to providing in-person services and supports to young children and families. States, agencies, funding sources, and professional organizations may use different terms, including:

  • Remote early intervention
  • Remote learning
  • Distance learning
  • Tele-intervention
  • Telehealth
  • Telemedicine
  • Teletherapy
  • Virtual home visits
  • Virtual learning

Telepractice uses secure technology to connect providers and families in real time while supporting early intervention within everyday routines and activities. Telepractice:

  • Is a service delivery method determined by the IFSP Team, including the family.
  • Involves live, interactive, and collaborative visits between providers and families or caregivers.
  • Uses observation, coaching, and modeling strategies as appropriate during evaluation and assessment and service provision.
  • May be provided as a standalone service or in combination with in-person visits.

Telepractice is sometimes misunderstood as a passive or technology-driven approach. Clarifying what it is not helps reinforce how it aligns with early intervention practices and expectations. The following examples highlight common misconceptions. Telepractice is not:

  • A change in services, outcomes, or family-centered practices
  • A location
  • A service
  • Children sitting and watching activities on screen
  • Rigid online lessons or pre-recorded videos
  • Providers working only with the child without involving caregivers

IDEA Part C services support the growth and development of infants and toddlers with disabilities to achieve IFSP outcomes, regardless of how services are delivered. Telepractice is one way to deliver services. Just like with in-person services, all IDEA Part C requirements remain in place when using telepractice. The IFSP team, including the family, determines whether telepractice is an appropriate method based on the child's and the family's needs and other factors.

What Changes?

The provider and family connect using secure technology rather than meeting in-person.

What Stays the Same?

IFSP outcomes, services, strategies, and supports focus on learning during everyday routines and activities.

What is it Like?

Telepractice can be used to improve children and families access to services and help early intervention programs address wait lists and other barriers impacting service delivery. It can be used by itself or in combination with in-person for the same service, for different services, or for two or more providers delivering services during the same visit—for example, the physical therapist is in the home, but the vision specialist participates in that same visit virtually.

Telepractice can be used throughout the early intervention process when determined appropriate. It can help teams maintain service continuity during short-term disruptions or disasters, offer flexible scheduling options, support coordination across providers, and increase access to supports and services while meeting all Part C requirements.

When providers use telepractice effectively, the purpose of early intervention remains the same as with in-person services: supporting children's participation in everyday activities and routines and supporting families to enhance their child's learning and development.

Telepractice supports family-centered early intervention by engaging caregivers as active partners in their child's learning. Providers use coaching strategies during everyday routines—for example, play, meals, and daily care—to help families embed intervention strategies into daily life.

Regardless of whether services are provided via telepractice, in-person, or through a hybrid approach:

  • Providers and families interact in real time during visits
  • Providers embed support within everyday routines and activities
  • Providers support caregiver use of strategies throughout the day
  • Families build confidence in supporting their child's development
  • Children participate in familiar natural environments where they live and learn
  • Providers and families learn about the child's functional skills

What States Need to Support Implementation of Telepractice

States play a key role in creating the conditions that support effective use of telepractice in early intervention. States need thoughtful planning across multiple areas to implement high-quality, family-centered services that align with Part C requirements. Clearly defined infrastructure supports help state and local programs adopt, implement, and sustain telepractice successfully.

State actions may include:

Policy and Guidance

  • Develop clear policies and definitions
  • Align IFSP guidance with use of telepractice

Provider and Family Supports

  • Provide training, coaching, and implementation resources for providers
  • Offer clear, accessible information and support for families

Systems

  • Address funding and reimbursement, including Medicaid
  • Expand access to secure technology to protect family privacy
  • Implement strategies to support quality, consistency, and continuous improvement of using telepractice as a service delivery method
  • Collect data on EIS program use of telepractice for tracking purposes
  • Collect data on the efficacy of telepractice (improved child and family outcomes, meeting IFSP outcomes)
  • Develop and provide ongoing professional development on the effective use of telepractice

Resources

in collaboration with:

  • Infant & Toddler Coordinators Association