From IFSP to IEP: Promoting Equitable Early Childhood Transitions in New Mexico

Candi Running Bear; Yen K. Pham; Glenabah Martinez

From IFSP to IEP: Promoting Equitable Early Childhood Transitions in New Mexico

Candi Running Bear (Author) Department of Special Education, University of New Mexico
Yen K. Pham (Author) Department of Special Education, University of New Mexico
Glenabah Martinez (Author) Department of Language, Literacy, & Sociocultural Studies, University of New Mexico

Abstract

The transition from early intervention services under Part C to preschool special education under Part B of the Individuals with Disabilities Education Act is a critical point in the educational experiences of young children with disabilities and their families. In New Mexico, this transition occurs within a complex system shaped by rurality, cultural and linguistic diversity, and Tribal sovereignty. More than a procedural requirement, this critical transition must be part of the state’s broader responsibility to provide sufficient and equitable educational opportunities in alignment with the findings of facts and conclusions of the Yazzie/Martinez v. State of New Mexico (2018) case. We analyzed New Mexico’s early childhood special education context, examined practice gaps related to implementation of equitable early childhood transitions within this context, and proposed a Yazzie/Martinez-informed framework for equitable transitions grounded in statewide responsibility, continuity of services, meaningful family participation, cultural and linguistic responsiveness, respect for Tribal sovereignty, and equity focused accountability.

Keywords

early intervention, early childhood special education, early transition

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How to Cite

Running Bear, C., Pham, Y. K., & Martinez, G. (2026). From IFSP to IEP: Promoting Equitable Early Childhood Transitions in New Mexico. Journal of the American Academy of Special Education Professionals, 21(3), 28-40. https://www.aasep.org/article/view/667

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