IEPs and IFSPs for OT, PT, and SLP (IDEA Part B and Part C)
Both plans come from the federal Individuals with Disabilities Education Act (IDEA). An Individualized Education Program (IEP) is the Part B plan for a child with a disability in special education, written by an IEP Team that can include related services personnel. An Individualized Family Service Plan (IFSP) is the Part C plan for an infant or toddler with a disability and the family, written by an IFSP Team. Occupational therapy, physical therapy, and speech-language pathology appear in both: as related services in an IEP, and as early intervention services in an IFSP. States run both programs, and their rules add to the federal ones.
Quoted from official pages checked November 10, 2026. Confirm current requirements, fees, and dates on those sites. This page is not legal advice and does not guarantee eligibility, certification, or licensure.
The federal regulations below were read on the U.S. Department of Education’s IDEA website on November 10, 2026. The IEP and IFSP definitions and contents sections were cross-checked against the current text on eCFR (34 CFR 300.320, 34 CFR 303.344) the same day. This page quotes short passages only.
The two definitions
34 CFR 300.22 (Part B) states: “Individualized education program or IEP means a written statement for a child with a disability that is developed, reviewed, and revised in accordance with §§300.320 through 300.324.”
34 CFR 303.20 (Part C) states: “Individualized family service plan or IFSP means a written plan for providing early intervention services to an infant or toddler with a disability under this part and the infant’s or toddler’s family that—”. It goes on to say the plan is based on evaluation and assessment, includes the content in §303.344, and “Is implemented as soon as possible once parental consent for the early intervention services in the IFSP is obtained (consistent with §303.420)”.
What an IEP must include
34 CFR 300.320 lists the required content. It starts with “A statement of the child’s present levels of academic achievement and functional performance” and “A statement of measurable annual goals, including academic and functional goals”. For therapists, two items matter most. One is “A statement of the special education and related services and supplementary aids and services, based on peer-reviewed research to the extent practicable, to be provided to the child, or on behalf of the child”. The other is “The projected date for the beginning of the services and modifications described in paragraph (a)(4) of this section, and the anticipated frequency, location, and duration of those services and modifications.” Transition planning is required “Beginning not later than the first IEP to be in effect when the child turns 16, or younger if determined appropriate by the IEP Team”.
OT, PT, and speech-language pathology enter an IEP as related services. 34 CFR 300.34 states that related services “includes speech-language pathology and audiology services, interpreting services, psychological services, physical and occupational therapy”, among others, and that they are services “required to assist a child with a disability to benefit from special education”. More on that section is on working in schools.
On the team, 34 CFR 300.321 includes “At the discretion of the parent or the agency, other individuals who have knowledge or special expertise regarding the child, including related services personnel as appropriate”. On review, 34 CFR 300.324 says the IEP Team “Reviews the child’s IEP periodically, but not less than annually, to determine whether the annual goals for the child are being achieved”.
What an IFSP must include
34 CFR 303.344 begins with the child: “The IFSP must include a statement of the infant or toddler with a disability’s present levels of physical development (including vision, hearing, and health status), cognitive development, communication development, social or emotional development, and adaptive development”. With the family’s agreement, it adds “a statement of the family’s resources, priorities, and concerns related to enhancing the development of the child”. That family focus is one of the clearest differences from an IEP.
On services, it states: “The IFSP must include a statement of the specific early intervention services, based on peer-reviewed research (to the extent practicable), that are necessary to meet the unique needs of the child and the family to achieve the results or outcomes identified in paragraph (c) of this section, including—”. The list starts with “The length, duration, frequency, intensity, and method of delivering the early intervention services”. The plan must also state that each service is provided in the natural environment to the maximum extent appropriate, or justify why not, and must name a service coordinator. It also states: “For children who are at least three years of age, the IFSP must include an educational component that promotes school readiness and incorporates pre-literacy, language, and numeracy skills.”
On the team, 34 CFR 303.343 lists the parent, the service coordinator, a person involved in the evaluations and assessments, and “As appropriate, persons who will be providing early intervention services under this part to the child or family.” On review, 34 CFR 303.342 states: “A review of the IFSP for a child and the child’s family must be conducted every six months, or more frequently if conditions warrant, or if the family requests such a review.” The OT, PT, and SLP definitions under Part C are on working in early intervention.
Turning three
34 CFR 300.124 requires states to ensure that, “By the third birthday of a child described in paragraph (a) of this section, an IEP or, if consistent with §300.323(b) and section 636(d) of the Act, an IFSP, has been developed and is being implemented for the child”. Under 34 CFR 300.323, for children aged three through five, “The IFSP may serve as the IEP of the child, if using the IFSP as the IEP is—” “Consistent with State policy; and” “Agreed to by the agency and the child’s parents.” Whether a state uses that option is up to the state.
What ASHA says
ASHA’s IEPs, IFSPs, and Section 504 Plans page, checked November 10, 2026, states: “Individualized Education Programs (IEPs) and Individualized Family Service Plans (IFSPs) are covered under the Individuals With Disabilities Education Act (IDEA) and are designed to ensure that children who are eligible for special education services have individualized and well-defined objectives for meeting educational and functional goals.” It also states: “The IEP is a legal and binding document and must be followed as written.” On the IFSP: “An Individualized Family Service Plan (IFSP) is a written plan for providing early intervention services to an infant or toddler (age 0–3), with a disability and to the family.”
ASHA’s page also covers Section 504 plans, which come from a different federal law. It states: “A 504 plan is not special education.” Section 504 is covered on Section 504 plans.
Side by side
- Law: IEP, IDEA Part B (34 CFR Part 300). IFSP, IDEA Part C (34 CFR Part 303).
- Who it is for: IEP, a child with a disability who receives special education. IFSP, an infant or toddler with a disability, under age three, and the family.
- Where OT, PT, and SLP fit: IEP, related services under 300.34. IFSP, early intervention services under 303.13.
- Service details: IEP, anticipated frequency, location, and duration. IFSP, length, duration, frequency, intensity, method, and location, in natural environments to the maximum extent appropriate.
- Federal review interval: IEP, at least annually. IFSP, every six months, with an annual meeting to evaluate it.
What this page does not do
It gives no caseload numbers, minutes, eligibility criteria, or state rules. Each state’s education agency and Part C lead agency publish their own procedures, and state practice acts govern who may provide each therapy. It is not legal advice for any child’s plan.