Michigan

Children under age 3 who have a developmental delay or a diagnosed condition likely to result in a delay. Each state defines its own eligibility criteria and the level of delay that qualifies, so check your state's Part C eligibility rules.

Anyone who has a concern can refer a child. Contact your state's Part C lead agency — usually the health, education, or human services department. A referral starts a free multidisciplinary evaluation, generally within 45 days.

Service coordination, family training, special instruction, and speech, occupational, and physical therapy, plus psychological, vision, hearing, assistive technology, and nursing services as needed.

The Individualized Family Service Plan (IFSP) is the written plan developed with your family that describes your child's present development, outcomes, services, where they'll be provided, and who will deliver them. It's reviewed at least every six months.

Children ages 3–5 with a disability that affects their learning. The local education agency reviews evaluation results to determine eligibility and the child's classification.

Write to your local school district or education agency's special education office requesting an evaluation. After consent, the evaluation must generally be completed within 60 days, though state timelines vary.

The Individualized Education Program (IEP) is the legal document describing the child's needs, annual goals, and the special education and related services the agency will provide. For preschoolers this may include special class, integrated class, or related services such as speech therapy.

If your child is in Part C early intervention, the service coordinator helps with transition planning starting by age 2½, and you can refer to your district or agency for a preschool evaluation.

Students ages 3–21 with one of the disability categories under IDEA whose disability adversely affects educational performance and who need special education services.

Submit a written referral to your school's special education director or principal. The district generally has 60 calendar days from consent to complete the evaluation, then a meeting to determine eligibility — though state timelines vary.

The team reviews evaluations, determines eligibility and classification, develops and reviews the IEP, recommends placement in the least restrictive environment, and ensures services are delivered.

Beginning no later than age 16 (or younger if the state requires), measurable post-secondary goals and transition services must be included to support the move to adulthood, higher education, or work.

You have the right to participate in all meetings, review records, consent to or refuse evaluations and services, receive prior written notice before changes, request an independent educational evaluation, and resolve disputes through mediation, state complaints, or due process hearings.

Start by discussing concerns with the team. If unresolved, you can request mediation, file a state complaint with your state education agency, or request an impartial due process hearing. The school must give you a copy of your procedural safeguards.

Every state has Parent Training and Information Centers (PTIs) and Community Parent Resource Centers funded under IDEA to provide free support, training, and one-on-one help. See the resources section below to find yours.

Infants and toddlers receiving early intervention can get services in their natural environment, which can include a daycare or family childcare setting. EI providers come to the site at no cost to the program. Daycares don't provide special education themselves but must reasonably accommodate children with disabilities.

These are specialized settings for children with significant developmental or medical needs, typically funded through the local education agency for ages 3–5. They combine special instruction, therapy, and related services. Eligibility and placement are determined by the IEP team.

Public school districts carry the primary Child Find obligation — they must locate, identify, and evaluate students suspected of having disabilities, then provide FAPE through an IEP in the least restrictive environment at no cost to families.

Charter schools are public schools and are responsible for identifying, evaluating, and serving their own students with disabilities, including writing and implementing IEPs. The charter school is generally the local education agency responsible for providing special education services.

If you place your child in a private school, you can still request an evaluation from your resident public school district. The district provides 'equitable services' to parentally-placed private school students according to its annual plan, which may differ from the IEP a child would receive in public school.

Parochial schools are treated the same as other private schools for special education purposes. Your resident public district must locate and evaluate students in parochial schools and provide proportional equitable services. Religious instruction isn't funded, but secular special education services can be.