Comparison of special education services and EIDBI
Page updated: 10/8/24
Category of comparison | Special education services | Early Intensive Developmental and Behavioral Intervention (EIDBI) benefit |
Legal authority | USC Ch. 33 (Education of Individuals with Disabilities), About IDEA (Individuals with Disabilities Education Act) | Minn. Stat. §256B.0949, Centers for Medicare & Medicaid Services (CMS)-approved state plan amendment (PDF) |
Background | Under federal IDEA regulations, public schools must provide free and appropriate public education to students with disabilities in the least restrictive environment that continues to meet their needs. | The EIDBI benefit covers the cost of medically necessary services beyond those available through the school district for school-aged youth with autism spectrum disorder (ASD) and related conditions. |
Evaluation for eligibility | A school professional (e.g., teacher, occupational therapist, physical therapist, school psychologist, speech/language pathologist, developmental adaptive physical education teacher) or other non-licensed provider completes an evaluation to determine the child’s eligibility for special education services. This evaluation does not qualify as a medical diagnosis. | A licensed medical or behavioral health professional, in coordination with the primary healthcare provider, completes a comprehensive multi-disciplinary evaluation (CMDE) to determine the child’s eligibility and medical necessity for EIDBI services. This evaluation may also qualify as a medical diagnosis. |
How to access | Contact Help Me Grow Minnesota for children age 5 and younger or the local school system to determine if a child qualifies for special education services. | Request a CMDE with the online referral form or contact a provider directly to determine if a child has medical necessity for EIDBI services. |
Plan of care | The support team develops an individualized family service plan (IFSP) or individualized education plan (IEP). | The support team develops an individual treatment plan (ITP). |
Goals | For children older than age 3, the goal of special education services is to increase: For children age 3 and younger, the goal of special education services is to develop the skills the child needs when living at home. | The goal of EIDBI services is to increase cognitive, communication, social, safety, self-care, community-integration and self-regulation skills to help increase a person’s autonomy, independence and participation in home, school and community environments. |
Setting | Children older than age 5 receive services in a school setting. Children age 5 and younger receive services in the home or a community setting (e.g., child care setting). | A person receives EIDBI services: |
Legal rights | A school must provide the caregiver/guardian with procedural safeguards for a child with a disability at the initial evaluation and at least once in each subsequent school year. | The EIDBI provider must review the rights of people who receive services with the person and their family before they begin services and each year services continue. |
More information |
Additional resources
Minnesota Autism Resource Portal – Pathway to Services and Supports includes Overview of Medical Identification and Educational Determination of ASD (PDF), which is available in multiple languages. It provides information about the similarities and differences between medical and educational pathways to services and supports for ASD and related conditions.
The medical system and the local school district both play an important role in supporting a child’s learning, development and growth. DHS and the Minnesota Department of Education (MDE) published a joint memo to clarify how EIDBI providers can work with school districts to coordinate supports across service systems for children with ASD and related conditions. For more information, refer to Memo: Collaboration between EIDBI providers and MN school districts (PDF).
Services are not one-size-fits-all. An effective service for one child or family may not work well for another. Families, guardians and caregivers should choose services and supports to meet the specific needs of each child and their family. They can use the EIDBI service decision tool, DHS-6751U (PDF) to help them make decisions about services and supports.
For additional collaboration resources, refer to Minnesota Autism Resource Portal – Collaboration resources.
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