Early Intervention, Ages 0-2
Your Personalized Plan
Action Checklist
Based on your child's age and county, here's what to do and in what order. Check off each item as you go.
Third birthday approaching. Your child's IFSP ends at their third birthday. Transition planning should begin between 2 years 6 months and 2 years 9 months. Talk to your birth-to-3 provider now.
Timing matters. Some services have waitlists of 6 to 18 months. Starting the county process early, even before you need services, is one of the most important steps you can take right now.
School System
Special Education and the IEP Process
Under federal law (IDEA), your child has the right to a Free Appropriate Public Education. Here's what that means and how to use it.
How the School System Works
Every Minnesota public school district is required to provide special education services to eligible students with disabilities at no cost to families. This is funded by federal and state law, separate from your insurance or county services.
- Birth to 3 (Early Intervention)Children under 3 are served through Early Intervention, administered by the school district. Services are delivered in natural environments and built around your family's routines.
- Ages 3-21Special education services through the school district are available from age 3 through 21 or high school graduation.
- EligibilityYour child must have a disability that adversely affects their education. A disability diagnosis typically qualifies.
- FAPEEvery eligible child has the right to a Free Appropriate Public Education in the Least Restrictive Environment. This right is established under the Individuals with Disabilities Education Act (IDEA), 20 U.S.C. § 1400.
How the Evaluation Process Works
Getting to an IEP is a four-step process. Families often don't know these are four separate steps. each with its own timeline and purpose.
- Step 1: ReferralA referral starts the process. You can make one yourself, or it can come from a teacher, doctor, or provider. Submit your request in writing and keep a copy.
- Step 2: EvaluationThe school district evaluates your child across relevant areas. academic, developmental, behavioral, and functional. You must consent to the evaluation before it begins.
- Step 3: Eligibility DeterminationThe team meets to review evaluation results and determine whether your child qualifies for special education under one of Minnesota's 13 eligibility categories. A disability diagnosis does not automatically mean eligibility. the disability must adversely affect your child's education.
- Step 4: IEP DevelopmentIf eligible, the team develops the Individualized Education Program together. You are a required member of that team. Services must begin as soon as possible after the IEP is signed.
The district has 30 days to respond to your referral request and 60 days to complete the evaluation. These are legal timelines under IDEA, not suggestions.
School, County, and Private Services Are Separate
- School services, county services, and private therapy are three separate funding streams. Receiving services through the school district does not affect your eligibility for county-funded services or insurance-covered therapies. You can access all three simultaneously and you should.
Your Role on the IEP Team
- As a parent, you are a required member of your child's IEP team, not a guest. You have equal standing at the table.
- You can bring anyone you want to the meeting, including an advocate, another parent, or a professional.
- You do not have to sign the IEP at the meeting. You have 10 days to review it, and you can disagree with parts of it in writing while still allowing services to begin.
You Can Request a Meeting at Any Time
- You do not have to wait for the annual review to request an IEP meeting. If something changes. your child's needs, their progress, your concerns. you can request a meeting at any time. Put your request in writing and keep a copy.
District Contacts
Based on your county, here are the school districts that serve your area. Not sure which district you're in? Search your address on your district's website or call the main office and ask for the Special Education department.
Statewide Resources
- PACER CenterFree advocacy, legal information, and one-on-one consultation for Minnesota families navigating special education. One of the most valuable resources available to you. pacer.org →
- Help Me Grow MinnesotaThe statewide referral entry point for Early Intervention services. You or a provider can submit a referral here. helpmegrowmn.org →
- Disability Rights MinnesotaFree legal advocacy if you believe your child's rights are being violated. disabilityrightsmnc.org →
- MN Department of Education, Special EducationFile complaints about school district violations or get information about state special education law. education.mn.gov →
- Autism Society of Minnesota (AuSM)Support, resources, and community for families across Minnesota. ausm.org →
- The Arc MinnesotaAdvocacy and support for individuals with intellectual and developmental disabilities and their families. arcminnesota.org →
Early Intervention (Birth to 3)
Early Intervention in Minnesota is administered through the school district, not the county. Services are designed to support your child's development within the context of your family's daily routines and natural environments.
- IFSP: The Individualized Family Service Plan is the planning document for children birth to 3. Unlike the IEP, it is centered on the family. your priorities, your routines, and how to support your child at home.
- Service coordinator: Your birth-to-3 provider serves as your main point of contact and helps coordinate services across systems.
- 45-day timeline: The school district has 45 calendar days from referral to complete the evaluation and develop the IFSP.
- Referral: You can refer your child through your school district's Early Intervention coordinator or through the Help Me Grow website at helpmegrowmn.org.
- Third birthday transition: The IFSP ends at your child's third birthday. Transition planning should begin between 2 years 6 months and 2 years 9 months.
Understanding the IEP
The Individualized Education Program is a legally binding document. Unlike the IFSP, the IEP is built around your child's educational needs. what they need to succeed in school. As a parent, you are a full member of the IEP team.
- Annual goals: The IEP must include measurable annual goals in areas where your child has needs.
- Present levels: A description of your child's current academic and functional performance.
- Services: Specific services such as speech, OT, and special education minutes the district will provide.
- Least Restrictive Environment: The district must educate your child alongside non-disabled peers to the maximum extent appropriate.
- You do not have to sign the IEP at the meeting. Take it home, review it, and respond within 10 days.
Secondary Transition Planning (Ages 13-21)
For students 16 and older, Minnesota law requires a secondary transition plan as part of the IEP. Best practice is to begin transition planning at age 14.
- Post-secondary goals: The transition plan must include measurable goals in education or training, employment, and independent living where appropriate.
- Student voice: If possible, your child should have a voice in their own transition plan. Their preferences, interests, and goals should drive the conversation.
- Vocational assessment: The district should conduct a vocational assessment to identify your child's strengths and interests for employment planning.
- Age 21: Special education services end at age 21 or graduation. Planning for adult services well before this date is critical.
- Guardianship: Legal decision-making authority changes at age 18. Talk to your county case manager and an attorney about guardianship or supported decision making before your child turns 18.
Parent and Family Rights Under Federal and Minnesota Law
The rights below are established under federal and Minnesota state law. They are enforceable. If you believe your rights are being violated, you can file a complaint with the Minnesota Department of Education or contact Disability Rights Minnesota at (612) 434-3780.
IDEA · 34 C.F.R. § 300.301
You have the right to request a special education evaluation at any time, in writing. The district must respond within 30 days and complete the evaluation within 60 days of your consent. The district cannot refuse without providing prior written notice explaining why.
IDEA · 34 C.F.R. § 300.502
If you disagree with the school district's evaluation, you have the right to request an Independent Educational Evaluation (IEE) conducted by a qualified examiner outside the district, at district expense.
IDEA · 34 C.F.R. § 300.321
You have the right to bring anyone to an IEP meeting: an advocate, another parent, a professional, or any person with knowledge of your child. You are a required member of the team, not a guest.
Minnesota Statute § 13.05, Subd. 4
You have the right to audio record IEP meetings in Minnesota with proper advance notice to the district.
IDEA · 34 C.F.R. § 300.151
You have the right to file a state complaint with the Minnesota Department of Education if the school district violates any provision of federal or state special education law. The MDE must resolve the complaint within 60 days.
IDEA · 34 C.F.R. § 300.506 and § 300.507
If you and the district cannot reach agreement, you have the right to request mediation or a formal due process hearing before an impartial hearing officer.
No terms match your search.
Early Intervention (Birth to 3)
The planning document for your child's Early Intervention services. Built around your whole family. your routines, your home, and what matters most to you. Reviewed every 6 months and renewed annually.
The person assigned to help your family navigate Early Intervention. Your main point of contact for coordinating services.
A core principle of Early Intervention. services should happen where your child naturally spends time, like home, childcare, or the park.
Minnesota's statewide referral website for Early Intervention services at helpmegrowmn.org. You or a provider can submit a referral here to start the IFSP process.
After a referral is made, the school district has 45 calendar days to complete the evaluation and develop the IFSP.
Preschool and School Age
A legally binding document that outlines your child's special education goals, services, and placement. Built around what your child needs to succeed in school. Renewed annually.
Your child's legal right to receive special education services from the school district at no cost to your family. Established under IDEA, 20 U.S.C. § 1400.
The requirement that your child be educated alongside non-disabled peers to the maximum extent appropriate. The team will discuss LRE when talking about classroom placement.
A document the school is required to give you at least once a year that outlines all of your rights as a parent in the special education process.
A written notice required any time the school proposes or refuses to make a change to your child's evaluation, eligibility, or services. If the district won't do something you've asked for, they must give you a PWN explaining why.
A written notice the school must send before any IEP meeting, including the date, time, location, and who will attend.
An evaluation done by someone outside the school district. If you disagree with the district's evaluation, you can request an IEE at district expense.
The section of the IEP that describes where your child is right now. academically, socially, and functionally. Everything else in the IEP should be built from this section.
The measurable goals written into the IEP that your child is expected to work toward over the next year.
Therapies and supports provided by the school district as part of the IEP. Common related services include speech-language therapy, occupational therapy (OT), physical therapy (PT), and DAPE.
A specialized physical education service for students whose needs cannot be met in a general PE class. Also called adapted PE.
A formal legal process for parents who disagree with a school district's special education decisions. Involves a hearing before an impartial officer. Mediation is typically encouraged first.
Secondary Transition (Ages 13-21)
The section of the IEP for students 14 and older that focuses on life after school. Must include goals for education or training, employment, and independent living where appropriate.
The goals in the transition plan describing what your child wants to do after high school. where they want to work, live, and learn. These should reflect your child's own interests and preferences.
An evaluation to identify your child's strengths, interests, and support needs related to employment. Also called a voc assessment or transition assessment.
An alternative to guardianship that allows your child to make their own decisions with support from trusted people in their life.
A legal process that transfers decision-making authority from your child to another person after age 18. It is not always necessary. talk to an attorney and your county case manager about what is right for your family before your child turns 18.
These are not medical diagnoses
A medical diagnosis from a clinic or hospital tells you what condition your child has. A special education eligibility category is a separate determination made by your school district that describes how your child's disability affects their learning and what type of services will best support them.
A child with an autism diagnosis, for example, might qualify under Autism Spectrum Disorder. However, depending on their profile they might also qualify under Other Health Disability or Developmental Cognitive Disability. The category is chosen to best direct the type of services your child receives.
Minnesota uses 13 eligibility categories. Your child must qualify under at least one to receive special education services. Some children qualify under more than one. In those cases the team identifies a primary category and one or more secondary categories. Services are built around the full picture.
The 13 Minnesota Eligibility Categories
Select any category to expand the definition.
A developmental disability that affects social communication, behavior, and sensory processing. Having an autism diagnosis does not automatically mean a child qualifies under this category. the school must determine that the disability adversely affects the child's education.
Significant limitations in intellectual functioning and adaptive behavior. Includes mild, moderate, severe, and profound levels. This category reflects updated, respectful language for what was previously called mental retardation.
Combined vision and hearing impairments that together create significant communication and educational needs that cannot be met by services for either disability alone.
A hearing impairment so severe that the child cannot process spoken language with or without amplification, in a way that adversely affects educational performance.
Long-term patterns of emotional or behavioral responses that significantly differ from age-appropriate norms and adversely affect educational performance. May include anxiety, depression, and conduct disorders.
A hearing loss that adversely affects educational performance but is not severe enough to fall under the Deafness category. Includes partial hearing loss.
Limited strength, vitality, or alertness due to chronic or acute health conditions such as ADHD, epilepsy, or diabetes that adversely affect educational performance. One of the most frequently used categories.
A disorder in one or more basic psychological processes involved in understanding or using language, spoken or written. Includes dyslexia, dysgraphia, and dyscalculia.
A communication disorder such as stuttering, impaired articulation, language impairment, or voice impairment that adversely affects educational performance.
An acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability or psychosocial challenges that adversely affect educational performance.
A visual impairment that, even with correction, adversely affects educational performance. Includes both partial sight and blindness.
Used for children ages 3 to 9 who show significant delays in physical, cognitive, communication, social-emotional, or adaptive development. This is a temporary category. children must be re-evaluated and moved to a more specific category by age 10.
Used in Minnesota for students whose learning disability is secondary to another primary disability. Available when the learning disability is present but is not the primary educational need.
County Services
Metro Area County Resources
County services are separate from school and insurance. They can fund things like respite care, behavioral support, and community services. Most require you to open a case first through a MNChoices Assessment.
How the County System Works
- Separate from school and insuranceCounty services are funded independently. Receiving school services or insurance-covered therapies does not affect your eligibility for county programs. You can access all three systems simultaneously.
- Open to all agesCounty disability services are available from birth through adulthood. The sooner you open a case, the sooner the waitlist clock starts.
- Case manager drivenOnce you open a case, a county case manager is assigned to help you navigate eligibility, waitlists, and services. They are your primary point of contact for everything county-related.
Starting Point: MNChoices Assessment
MNChoices is the statewide assessment tool used to determine eligibility for Minnesota's home and community-based services. It is the entry point for all county disability services, regardless of your child's age.
- How to startContact your county's disability services unit and ask to schedule a MNChoices Assessment. This is the first step for all ages, from birth to 21.
- What it doesThe assessment determines what services your child may be eligible for and connects you to a county case manager.
- Start earlyWaitlists in Minnesota can be 1 to 3 years. Opening your case as early as possible, even before you need services, is one of the most important steps you can take.
Your County Disability Services
Your county-specific contact information will appear here after you complete the onboarding.
Disability Services Intake
Complete the onboarding to see your county's contact information.
What to say when you call
"I'm calling to open a case for my child who has recently received a disability diagnosis. I'd like to schedule a MNChoices assessment and learn about what services my child may be eligible for. Can you connect me with the Disability Services unit?"
- Ask specifically for the Disability Services unit — general intake staff may not route you correctly
- Have your child's date of birth and diagnosis information ready
- Write down the name of whoever you speak with and the date you called
- Ask for a reference or case number before you hang up
Questions to ask
- How do I schedule a MNChoices assessment?
- What is the current wait time for an assessment?
- What waivers might my child be eligible for based on their age and diagnosis?
- What are the current waitlist timelines for each waiver?
- Who will be assigned as our case manager?
- What should I bring or prepare for the assessment?
- Is there anything I can do now to get on a waitlist before the assessment is complete?
What Happens After You Call
Every county operates a little differently, but no matter where you live you will need to complete three things before services can begin.
1
Disability Determination
The county must confirm that your child has a qualifying disability. There are two methods: through the State Medical Review Team (SMRT) or through an existing Social Security disability determination. If your child already receives SSI or SSDI, this step may already be complete. Otherwise, your county worker will initiate the SMRT process.
2
Medical Assistance Application
Depending on which programs your child may qualify for, you may need to complete a Medical Assistance application. Your county case manager will tell you whether this step is required and help you through it. Apply through MNbenefits.mn.gov or ask your county worker to assist.
3
MNChoices Assessment
A county worker will contact you to schedule the assessment. This is an interview that covers your child's functional needs, daily life, and support requirements. Be thorough and describe your child on a hard day, not just an average one. The assessment determines which programs and waivers your child may be eligible for.
After the assessment
Your county will send you a report telling you what your child qualifies for and what to do next. If you are not satisfied with the outcome, you have the right to appeal or request a reassessment. See the Your Rights tab for more information.
What is a waiver?
A waiver is a Medicaid-funded program that allows the state to "waive" standard Medicaid rules so people with disabilities can receive services in their homes and communities rather than in institutions. In Minnesota, waivers provide funding for things like behavioral support, respite care, day programs, and community access. Each waiver has its own eligibility criteria and waitlist. Your county case manager will help determine which ones your child may qualify for.
Key Programs to Ask Your County Worker About
- Autism Spectrum Disorder (ASD) WaiverProvides funding for behavioral supports, skills training, and family support. Waitlists are often 1 to 3 years. Apply early.
- CADI Waiver (Community Alternatives for Disabled Individuals)Broader disability waiver for individuals of all ages. May cover services not available under the ASD waiver.
- DD Waiver (Developmental Disabilities)For individuals with significant support needs. Covers residential, day program, and community support options. Critical for transition-age youth.
- CDCS (Consumer-Directed Community Supports)A waiver option that gives families more control over how their funding is used. Instead of using agency-provided services, families can hire and manage their own support workers. Ask your county worker whether your child's waiver includes a CDCS option.
- CFSS (Community First Services and Supports)A program that funds personal care and support services in the home and community. Replaced the PCA program. Can be used alongside a waiver or as a standalone benefit for eligible individuals.
- Family Support GrantSmall grants for families to purchase supports outside of waiver. Ask your county worker about current availability.
- Waiver Case ManagementA county-assigned case manager helps coordinate all waiver services. You can also choose a private case management agency.
County Service Rights Under Minnesota Law
The rights below are established under Minnesota state law. They are enforceable. If you believe your rights are being violated, you can file an appeal with the Minnesota Department of Human Services or contact Disability Rights Minnesota at (612) 434-3780.
Minnesota Statute § 256B.0911
Any Minnesota resident with a disability has the right to request a MNChoices assessment to determine eligibility for home and community-based services. The county cannot deny you an assessment.
Minnesota Statute § 256.045
If your county denies services, reduces services, or changes your child's service plan, you have the right to appeal that decision. You must be notified of your appeal rights in writing at the time of any adverse action.
Minnesota Statute § 256B.49
If your child is approved for a Medicaid waiver, you generally have the right to choose your own qualified service providers. The county cannot require you to use a specific provider.
Minnesota Statute § 256B.092
Individuals with developmental disabilities have the right to an individual service plan that reflects their personal goals, preferences, and needs. You are a required participant in developing that plan.
County and Community Support Resources
- The Arc MinnesotaAdvocacy and support for individuals with intellectual and developmental disabilities and their families. Offers resources on county services, waivers, and community inclusion. arcminnesota.org →
- Autism Society of Minnesota (AuSM)Support groups, resources, and community connections for families navigating autism-related services across all systems. ausm.org →
- Disability Rights MinnesotaFree legal advocacy if you believe your county rights are being violated, including help with service denials and appeals. disabilityrightsmnc.org →
- PACER CenterWhile primarily known for school advocacy, PACER also provides resources and consultation for families navigating county and community services. pacer.org →
- Minnesota Department of Human Services, Disability ServicesState-level information on waivers, eligibility, and county programs. mn.gov/dhs →
Insurance and Therapies
Insurance Coverage and Therapies
Minnesota law requires health insurers to cover treatments for autism and related developmental disabilities. Here is what you are entitled to and how to access it.
What Insurance Is Required to Cover
Under Minnesota Statute § 62A.3094, all state-regulated health plans must cover the diagnosis and treatment of autism spectrum disorder and related developmental disabilities. These are not optional benefits. They are legally required.
- ABA Therapy — Applied Behavior AnalysisThe most commonly prescribed therapy after an autism diagnosis. No annual dollar cap for children under 18 in Minnesota.
- Speech-Language TherapyRequired when medically necessary. This is separate from what the school provides. You may be eligible for both simultaneously.
- Occupational Therapy (OT)Covers sensory processing, fine motor skills, and daily living skills when medically necessary.
- Physical Therapy (PT)Required when medically necessary.
- Feeding TherapyCovers feeding and swallowing difficulties. Often provided by a speech-language pathologist or occupational therapist.
- Mental Health ServicesPsychiatric evaluation and therapy for co-occurring conditions such as anxiety, ADHD, and depression.
What to say when you call your insurer
"I'm calling to verify coverage for my child who has received a disability diagnosis. I'd like to understand our coverage for ABA therapy, speech-language therapy, occupational therapy, physical therapy, and feeding therapy. Can you tell me what is covered, what the authorization process is, and whether there are any limits on sessions or dollar amounts?"
- Call the member services number on the back of your insurance card
- Ask for a reference number for the call and write down who you spoke with
- Request that coverage details be sent to you in writing
- Ask specifically whether a referral or prior authorization is required before starting services
Questions to ask your insurer
- Is ABA therapy covered under our plan? Is there an annual dollar or session limit?
- Do we need prior authorization before starting any of these therapies?
- What is our deductible and out-of-pocket maximum for these services?
- Do providers need to be in-network, or can we use out-of-network providers?
- How do I find in-network providers for each therapy type?
- If a claim is denied, what is the appeals process?
- Does our plan cover feeding therapy?
Minnesota Insurance Law: What Insurers Are Required to Cover
The coverage below is required by Minnesota state law. If your insurer denies coverage for these services, you have the right to appeal. Contact the Minnesota Department of Commerce at (651) 539-1500 to file a complaint.
Minnesota Statute § 62A.3094
All state-regulated health plans must cover the diagnosis and treatment of autism spectrum disorder and related developmental disabilities. This mandate applies to all plans issued or renewed in Minnesota.
Minnesota Statute § 62A.3094, Subd. 2
Insurers may not impose an annual or lifetime dollar cap on ABA therapy coverage for children under 18. Session limits that are more restrictive than those applied to other medical services are prohibited.
Minnesota Statute § 62A.3094, Subd. 3
Coverage must include speech-language therapy, occupational therapy, physical therapy, and applied behavior analysis when medically necessary for the treatment of autism spectrum disorder or a related developmental disability.
Minnesota Statute § 62Q.53
Mental health services must be covered at parity with medical and surgical services. An insurer cannot impose more restrictive limitations on mental health benefits than on other medical benefits.
Minnesota Statute § 62Q.68
You have the right to an external review of any insurance denial. After exhausting internal appeals, you may request an independent review by an external organization. The insurer must abide by the outcome.
What is Medical Assistance?
Medical Assistance (MA) is Minnesota's Medicaid program. It provides health coverage for people with low incomes or significant disabilities. For children with disabilities, MA can cover services that private insurance does not, with fewer restrictions and no dollar caps.
Importantly, the TEFRA option allows households that would not typically qualify for MA (because their income is too high) to still qualify based on the child's income alone. This means many middle-income families with a child who has a disability can access MA coverage they would otherwise be ineligible for. Some families use MA as their primary coverage. Others use it alongside private insurance to cover what private insurance does not pay.
Eligibility for Children with Disabilities
- Income-based eligibilityChildren in families with lower incomes may qualify for MA based on household income. Income limits vary by family size.
- Disability-based eligibilityChildren with significant disabilities may qualify for MA based on their own income, not your household income. This means families who would not otherwise qualify may still be eligible. This is sometimes referred to as the TEFRA option, created under the Tax Equity and Fiscal Responsibility Act of 1982, which allows states to assess a child's Medicaid eligibility based on the child's income alone, separate from household income. Ask your county worker about this option.
- How to applyContact your county's disability services unit or apply through MNbenefits.mn.gov. Your county case manager can also help determine whether your child qualifies.
What MA Covers
- ABA therapy, speech, OT, PT, and feeding therapyCovered without the session or dollar limits that private insurance may impose.
- Mental health servicesPsychiatric evaluation, therapy, and medication management.
- MedicationsMost prescription medications are covered.
- Durable medical equipmentWheelchairs, communication devices, and other equipment when medically necessary.
- MinnesotaCareA lower-cost option for families who do not qualify for full MA but cannot afford private insurance. Covers many of the same services at a reduced premium.
Denials are common and they are not final
Most insurance denials for therapy services can be successfully appealed. The process takes persistence but families win these appeals regularly. Start immediately — there are deadlines for filing.
1
Request the denial in writing
Ask your insurer to provide the specific reason for the denial in writing, including the clinical criteria they used to make the decision. You cannot effectively appeal without knowing the exact reason.
2
File an internal appeal
Submit a written appeal directly to your insurer with supporting documentation from your child's provider explaining the medical necessity of the service. Your provider's office can help prepare this documentation. Reference Minnesota Statute § 62A.3094 in your letter.
3
Request an external review
If the internal appeal is denied, you have the right to request an independent external review under Minnesota Statute § 62Q.68. An outside organization reviews the decision and the insurer must comply with the outcome.
4
File a complaint with the state
If you believe your insurer is violating Minnesota law, file a complaint with the Minnesota Department of Commerce at (651) 539-1500 or mn.gov/commerce.
Tips for a Stronger Appeal
- Get a letter of medical necessityAsk your child's diagnosing clinician or therapist to write one. This is the most important document in any appeal.
- Cite the lawReference Minnesota Statute § 62A.3094 directly in your appeal letter. Insurers respond differently when they know you know your rights.
- Keep a paper trailRecord every call: date, name of the representative, and reference number. Follow up phone calls with an email summarizing what was discussed.
- Get help if you need itContact Disability Rights Minnesota at (612) 434-3780 if you need support navigating a denial or appeal.
Insurance Terms
Approval from your insurance company before a service can begin. Many therapies require prior authorization. Without it, your insurer may deny the claim even if the service is covered.
The amount you pay out of pocket before your insurance begins covering costs. Once you meet your deductible, your insurer pays its share of covered services.
The most you will have to pay in a plan year. After you reach this amount, your insurer covers 100% of covered services for the rest of the year.
A standard insurers use to determine whether a service will be covered. A service is medically necessary when it is appropriate, reasonable, and required to treat a diagnosed condition. Most therapy denials cite lack of medical necessity, which is why a letter from your provider is critical in an appeal.
In-network providers have a contract with your insurer and typically cost less. Out-of-network providers do not have that contract. Your insurer may cover them at a lower rate or not at all depending on your plan.
A behavioral therapy approach based on learning principles. The most commonly prescribed therapy after an autism diagnosis. Required to be covered by Minnesota health insurers with no annual dollar cap for children under 18.
Minnesota's Medicaid program. Provides health coverage for people with low incomes or significant disabilities. Children with disabilities may qualify based on their own income, not your household income.
A lower-cost health insurance option for Minnesota families who do not qualify for full Medical Assistance but cannot afford private insurance. Covers many of the same services at a reduced premium.
Find Providers
Clinic Directory — Twin Cities Metro
These clinics serve families across disability diagnoses in the Twin Cities metro area. Always verify insurance acceptance and availability directly. Waitlists change frequently.
Disclaimer
Veli does not endorse, recommend, or guarantee the services of any of the clinics listed. This information is provided solely as a resource for families to explore therapy options independently.
- Is this covered by my insurance?Ask specifically about your plan and whether the clinic is in-network.
- What is the waitlist and can I be added now?Even if you are not ready to start, getting on a waitlist early matters.
- Do you provide a medical diagnosis?Some clinics offer evaluations and diagnoses. Others provide therapy only and require a referral or existing diagnosis.
- How often are services provided?Frequency varies widely — weekly, multiple times per week, or intensive models.
- Where are services delivered?Some clinics offer in-home services, clinic-based care, or both.
North & Central Metro
A Chance to Grow
SpeechOT
1800 Second Street NE, Minneapolis, MN 55418 612-789-1236
Associated Speech & Language Specialists
SpeechFeeding
6 Pine Tree Dr, Arden Hills, MN 55112 651-639-0942
Children's Hospital and Clinics — St. Paul
SpeechOTPTFeeding
345 North Smith Avenue, St. Paul, MN 55102 651-220-6000
Gillette Children's Rehabilitation
SpeechOTPTFeeding
640 Jackson Street, St. Paul, MN 55101 651-290-8707
Metro Therapy — Special Children's Clinic
SpeechOTPT
7241 University East Service Rd, Fridley, MN 55432 763-450-9400
Olea Pediatric Therapy
SpeechOTFeeding
4900 US-169, Ste 100, Minneapolis, MN 55428 612-877-8800
East Metro
Associated Speech & Language Specialists
SpeechFeeding
2395 Ariel Street N, Ste B, Maplewood, MN 55109 651-773-3208
Children's Theraplay
SpeechOTPTFeeding
2399 Ariel Street N, Ste A, Maplewood, MN 55109 651-773-0354
Courage Kenny Kids — Early Childhood Family Center
SpeechOTPT
1111 Holcombe St S, Stillwater, MN 55082 651-241-3830
Family Achievement Center (FAC)
SpeechOTPTFeeding
2101 Wooddale Dr Ste A, Woodbury, MN 55125 651-738-9888
Fraser — Woodbury
SpeechOTPTABAEvaluation
721 Commerce Dr, Woodbury, MN 55125 612-767-7222
Functional Kids Clinic
SpeechOTPT
2495 Maplewood Drive, Ste 313, Maplewood, MN 55109 651-770-8884
South Metro
Achieve Health and Wellness
SpeechOTPTFeeding
15160 Foliage Ave Ste 170, Apple Valley, MN 55124 952-683-1745
Children's Therapy Center — Apple Valley
SpeechOTPTFeeding
14635 Pennock Avenue Ste 300, Apple Valley, MN 55124 952-997-2823
Children's Therapy Center — Eagan
SpeechOTPTFeeding
2795 Pilot Knob Road Ste 100, Eagan, MN 55121 651-994-8962
Courage Kenny Kids — Burnsville, Allina Health
SpeechOTPT
12400 Portland Ave South Ste 140, Burnsville, MN 55337 612-775-2475
Fairview Pediatric Rehabilitation
SpeechOTPT
3305 Central Park Village Drive, Eagan, MN 55121 612-273-6228
Family Achievement Center
SpeechOTPTFeeding
900 West 94th Street, Bloomington, MN 55420 952-885-0418
Fraser — Eagan
SpeechOTPTABAFeedingEvaluation
2030 Rahn Way, Eagan, MN 55122 651-529-1960
Kid Talk — Savage
SpeechOT
8758 Egan Drive, Savage, MN 55378 952-443-9888
Therapy OPS
SpeechOTPTFeeding
2925 Buckley Way, Inver Grove Heights, MN 55076 651-455-0561
West Metro
Gillette Children's — Maple Grove
SpeechOTPT
9550 Upland Lane N, Maple Grove, MN 55369
Kid Talk — Victoria
SpeechOT
1772 Stieger Lake Lane, Ste 100, Victoria, MN 55386 952-443-9888
M Health Fairview
SpeechOTPT
3400 West 66th Street Ste 300, Edina, MN 55435 612-273-6228
Minnetonka Therapy (MPTC)
SpeechOTPTFeeding
15600 36th Ave N, Ste 120, Plymouth, MN 55446 763-595-0812
St. David's Center for Child & Family Development
SpeechOTFeeding
3395 Plymouth Rd, Minnetonka, MN 55305 952-939-0396
SunnyDays Therapy
SpeechOTPTFeeding
18872 Lake Dr E, Chanhassen, MN 55317 952-223-2506
Urban Speech & Occupational Therapy
SpeechOTFeeding
6409 City West Pkwy, Ste 206, Eden Prairie, MN 952-500-8871
ABA Therapy and Evaluation
Masonic Institute for the Developing Brain (UofM)
Evaluation
Minneapolis, MN 612-301-0115
Currently accepting children 26 months and younger.
Park Nicollet Child and Family Behavioral Health
EvaluationABA
3800 Park Nicollet Blvd, St. Louis Park, MN 612-371-5400
Great Lakes Neurobehavioral Center
Evaluation
Edina, MN 952-595-5652
Psychological Consultation Specialists
Evaluation
Plymouth, MN 763-559-7050
Goldfinch Neurobehavioral Services
EvaluationABA
Eden Prairie, MN 952-236-1267
Rosenberg Center
EvaluationABA
Roseville, MN 651-636-4155
Midwest Autism Center
EvaluationABA
Savage, MN 763-607-7817
Health Partners — Regions Behavioral Health
EvaluationABA
Woodbury, MN 651-254-8580
Caravel Autism Health
EvaluationABA
Eagan, Woodbury, Lakeville, Shakopee, White Bear Lake 612-482-7022
Minnesota Autism Center (MAC)
EvaluationABA
Eagan, Woodbury and additional locations 952-767-4200
Holland Center
ABA
Mendota Heights, Minnetonka, Eden Prairie 952-401-9359
Health Innovations of America
ABA
Mendota Heights, MN 866-822-7464
Bloomwell
ABA
Bloomington, Mendota Heights, Eagan 612-201-2468
What to Say
These are starting points, not scripts. The goal is not to sound rehearsed. It is to feel prepared. Adapt anything here to fit your situation and your voice.
Knowing what to say — and how to say it — is one of the most practical skills a parent can build when navigating disability services. These situations come up repeatedly. Having words ready makes a real difference.
Hard Conversations
When you feel dismissed, need to push back, or have to advocate in uncomfortable situations.
8 situations
School Meetings
Evaluation requests, IEP meetings, disagreeing with results, and transition planning.
4 situations
County and Insurance
County intake calls, pushing back on eligibility decisions, and insurance appeals.
3 situations
Emails
Follow-ups, formal evaluation requests, referral requests, and insurance appeals in writing.
4 situations
Put it in writing. Whenever you make a verbal request, follow up with an email. Written requests start timelines and create a record.
Name the timeline. "I'd like a response within 10 business days" is more effective than a general follow-up.
Ask for prior written notice. Schools must tell you in writing when they refuse to take action you've requested.
Telling a new provider about your child
Hard Conversation
When starting with a new therapist, teacher, or care provider who doesn't know your child yet.
What to say
"Before we get started, I want to give you a quick picture of who my child is. They are [describe strengths first]. The things that tend to be hardest for them are [specific challenges]. What works well is [strategies]. What doesn't work is [things to avoid]. I'll follow up by email with a summary if that's helpful."
Lead with strengths. It sets a different tone and helps providers see your child, not just the diagnosis.
When something isn't working with a teacher
Hard Conversation
When you're concerned about how something is being handled in the classroom.
What to say
"I wanted to connect with you directly because I've noticed [specific thing]. I'm not sure if you've seen the same thing from your end, but I wanted to share it so we're working from the same information. Can we find 10 minutes to talk about what might help?"
Frame it as sharing information, not assigning blame. Ask for a specific, short conversation rather than a vague concern.
When you feel dismissed or not believed
Hard Conversation
When a provider, school staff, or county worker minimizes your concerns or brushes you off.
What to say
"I hear that you see it differently. I want to make sure my concern is documented. Can you put in writing that you reviewed this and determined no action was needed? I'd also like to understand what the process is if I disagree with that determination."
Asking for things in writing changes the conversation. People respond differently when there is a paper trail.
Asking about cost and insurance before committing
Hard Conversation
Before starting services with a new clinic or provider.
What to say
"Before we schedule, I want to make sure I understand the costs. Do you accept [insurance plan]? Are you in-network? What is the out-of-pocket cost per session after insurance? Is there a waitlist and is there a cost to hold a spot?"
Get this in writing before you start. Billing surprises are one of the most common stressors families report.
Asking a provider why progress seems slow
Hard Conversation
When you're not seeing the results you expected and want an honest conversation.
What to say
"I want to have an honest conversation about progress. When I look at where we started and where we are now, I'm having trouble seeing the change. Can you walk me through what the data shows? What are the goals we're working toward and what would it look like to reach them?"
Ask to see the data. Providers who are tracking progress should be able to show you numbers, not just impressions.
Pushing back when the county says your child doesn't qualify
Hard Conversation
When a county worker tells you your child is not eligible for a service or waiver.
What to say
"I'd like to understand the specific criteria that were used to make this determination and what documentation was reviewed. I'd also like that decision in writing. Can you tell me what the appeals process looks like and what timeline I have to file?"
You have a legal right to appeal county service denials in Minnesota. Asking for the written decision starts the clock.
Requesting records or documentation
Hard Conversation
When you need evaluation reports, IEP documents, medical records, or service notes.
What to say
"I'd like to request a complete copy of [specific records] for my child. Can you let me know the process for doing that and how long it typically takes? I understand there may be a form to complete."
Schools must provide education records within a reasonable time. For medical records, HIPAA gives you the right to your child's records. Follow up in writing if not received within two weeks.
Telling a provider you want to stop or switch services
Hard Conversation
When you've decided to end services or transition to a different provider.
What to say
"We've decided to make a change in [service]. I want to give proper notice and make sure the transition is handled well for my child. Can you walk me through the process for ending services? I'd also appreciate a summary of progress and any notes that would help a new provider get up to speed."
You are not required to explain your reasons. You can simply say you are making a change. Ask for a transition summary — it protects your child's continuity of care.
Requesting an initial evaluation
School
When you want the school district to evaluate your child for special education eligibility. Best done in writing — see the Emails tab for the written version.
What to say
"I am requesting a full and individual evaluation of my child for special education eligibility. I understand this request starts a 60-day timeline. I'd like confirmation of the date this request was received."
Say the words "I am requesting an evaluation." Expressing concern or asking if an evaluation might be helpful does not trigger the timeline. The specific request does.
IEP meeting — asking for more or pushing back
School
When the services offered feel insufficient or the team's recommendation doesn't match your child's needs.
What to say
"I don't feel that what's being proposed is sufficient to meet my child's needs. I'd like to discuss what the data shows about their current level of performance and what research supports for a child at this level. I'm not ready to sign today — I'd like time to review and respond."
You never have to sign the IEP at the meeting. Take it home. You can also request a new meeting to continue the discussion.
Disagreeing with evaluation results
School
When you believe the school's evaluation doesn't accurately reflect your child's needs.
What to say
"I disagree with the results of this evaluation and I'm requesting an Independent Educational Evaluation at district expense. I understand the district can either agree to fund the IEE or file for a due process hearing to defend its evaluation."
You have the legal right to an IEE under IDEA. The district must respond to this request. Send it in writing.
Transition planning meeting
School
When your child is 14 or older and the IEP team is discussing post-secondary planning.
What to say
"I want to make sure we're building a transition plan that reflects what my child actually wants for their life after school — not just what's easiest to provide. Can we start by talking about their interests, strengths, and what they've said they want to do? I'd like the plan to work backward from that vision."
Your child should be at the transition meeting whenever possible. Their voice in the plan matters legally and practically.
County intake call
County
When calling your county's disability services unit for the first time.
What to say
"I'm calling to open a case for my child who has recently received a disability diagnosis. I'd like to schedule a MNChoices assessment and learn about what services my child may be eligible for. Can you connect me with the Disability Services unit?"
Ask for the Disability Services unit specifically. General intake staff may not route you correctly. Write down the name of the person you spoke with and the date.
Pushing back on a county eligibility decision
County
When the county tells you your child does not qualify for a service or waiver.
What to say
"I'd like that decision in writing, including the specific criteria used and what documentation was reviewed. I'd also like to know the appeals process and the deadline to file. I plan to request a fair hearing."
Minnesota Statute § 256.045 gives you the right to appeal. Asking for the written decision starts your timeline.
Calling your insurer about a denial
Insurance
When a therapy claim has been denied and you're calling to understand why and begin the appeal.
What to say
"I'm calling about a denied claim for my child. I need the specific reason for the denial in writing, including the clinical criteria used. I'd also like to understand the internal appeals process, the deadline to file, and whether I can request an external review if the internal appeal is denied."
Get a reference number for the call. Ask them to mail the denial reason — not just tell you over the phone.
Requesting an evaluation in writing
Email
Send this to the special education director or your child's school principal. This triggers the 60-day evaluation timeline.
Subject line
Written Request for Special Education Evaluation — [Child's Full Name], DOB [Date]
Email body
Dear [Name],
I am writing to formally request a full and individual evaluation of my child, [Child's Name], for special education eligibility under IDEA. My child is currently in [grade/program] at [school name].
I am concerned about [brief description of concerns]. I would like the evaluation to include [areas of concern — academic, speech, behavioral, etc.].
I understand this written request begins the 60-school-day evaluation timeline. Please confirm receipt of this request and provide the name of the evaluator who will be assigned.
Thank you,
[Your name] · [Phone number]
I am writing to formally request a full and individual evaluation of my child, [Child's Name], for special education eligibility under IDEA. My child is currently in [grade/program] at [school name].
I am concerned about [brief description of concerns]. I would like the evaluation to include [areas of concern — academic, speech, behavioral, etc.].
I understand this written request begins the 60-school-day evaluation timeline. Please confirm receipt of this request and provide the name of the evaluator who will be assigned.
Thank you,
[Your name] · [Phone number]
Keep a copy. Follow up if you do not receive confirmation within five business days.
Following up when you haven't heard back
Email
When you've called or emailed and received no response. Works for school staff, county workers, or providers.
Subject line
Following Up — [Brief Description of Original Request]
Email body
Hi [Name],
I'm following up on [describe original request or conversation, including date]. I haven't yet received a response and wanted to make sure this didn't fall through the cracks.
Could you let me know the status by [specific date — 5 to 7 business days out]? If there's someone else I should be in contact with, please let me know.
Thank you,
[Your name] · [Phone number]
I'm following up on [describe original request or conversation, including date]. I haven't yet received a response and wanted to make sure this didn't fall through the cracks.
Could you let me know the status by [specific date — 5 to 7 business days out]? If there's someone else I should be in contact with, please let me know.
Thank you,
[Your name] · [Phone number]
Name a specific response date. "As soon as possible" is easy to ignore. A specific date is harder to overlook.
Asking your pediatrician for a referral
Email
When your insurance requires a physician referral before starting therapy services.
Subject line
Referral Request for [Child's Name] — [Therapy Type]
Email body
Hi,
I am writing to request a referral for [child's name] for [speech therapy / occupational therapy / ABA therapy / physical therapy]. We have identified a provider — [clinic name] — and I want to make sure the referral is in place before we begin services so it is covered by our insurance.
Please let me know if you need any additional information. I am happy to schedule a brief call if that would be easier.
Thank you,
[Your name] · [Phone number]
I am writing to request a referral for [child's name] for [speech therapy / occupational therapy / ABA therapy / physical therapy]. We have identified a provider — [clinic name] — and I want to make sure the referral is in place before we begin services so it is covered by our insurance.
Please let me know if you need any additional information. I am happy to schedule a brief call if that would be easier.
Thank you,
[Your name] · [Phone number]
Some pediatricians require a visit before issuing a referral. Call the office first to confirm their process.
Appealing an insurance denial in writing
Email
When filing an internal appeal after a therapy claim has been denied.
Subject line
Formal Internal Appeal — Claim Denial for [Child's Name], Member ID [Number]
Email body
To Whom It May Concern,
I am writing to formally appeal the denial of [service — e.g. ABA therapy] for my child, [name], Member ID [number]. The claim was denied on [date] for the reason of [stated reason].
I am appealing this decision on the grounds that the service is medically necessary and required under Minnesota Statute § 62A.3094, which mandates coverage for the treatment of autism spectrum disorder and related developmental disabilities.
Attached is a letter of medical necessity from [provider name and title] supporting this appeal. I request that this appeal be reviewed and a written decision provided within the timeframe required by my plan.
[Your name] · [Member ID] · [Phone number]
I am writing to formally appeal the denial of [service — e.g. ABA therapy] for my child, [name], Member ID [number]. The claim was denied on [date] for the reason of [stated reason].
I am appealing this decision on the grounds that the service is medically necessary and required under Minnesota Statute § 62A.3094, which mandates coverage for the treatment of autism spectrum disorder and related developmental disabilities.
Attached is a letter of medical necessity from [provider name and title] supporting this appeal. I request that this appeal be reviewed and a written decision provided within the timeframe required by my plan.
[Your name] · [Member ID] · [Phone number]
Attach the letter of medical necessity from your provider. Citing the statute directly strengthens your appeal significantly.
Reference
Terms and Glossary
Disability services come with a lot of acronyms. Search any term for a plain-language definition.
No terms match your search. Try a different word.
ABA Therapy — Applied Behavior Analysis
A therapy approach based on learning science principles. The most commonly prescribed therapy after an autism diagnosis. Required to be covered by Minnesota health insurers with no annual dollar cap for children under 18.
MedicalAccommodations
Changes to how a student accesses or demonstrates learning without changing the content or expectations. Examples include extended time, preferential seating, and reduced distractors. Provided through the IEP or 504 plan.
School SystemAnnual Review
A required yearly meeting to review and update the IEP or IFSP. For the IEP, the district must hold this meeting within 12 months of the previous one. For the IFSP, a review is required every 6 months and a full renewal annually.
School SystemASD Waiver — Autism Spectrum Disorder Waiver
Minnesota's autism-specific Medicaid waiver providing funding for behavioral supports, skills training, and family support services. Waitlists are often 1 to 3 years, so applying early is critical.
CountyAT — Assistive Technology
Any device, tool, or strategy that helps a person with a disability perform tasks more easily or independently. Includes communication devices, adapted equipment, and software. Can be addressed in the IEP.
School SystemAAC — Augmentative and Alternative Communication
Tools and strategies that support or replace verbal speech. Includes high-tech devices, picture boards, sign language, and apps. Covered by insurance and school services when medically or educationally necessary.
School / MedicalBehavior Intervention Plan (BIP)
A written plan developed to address specific behaviors that interfere with learning. Created after a Functional Behavior Assessment. Describes the purpose of the behavior, prevention strategies, and responses.
School SystemBenchmark / Short-Term Objective
Smaller, measurable steps that lead toward an annual IEP goal. Required for students who take alternate assessments. Help families track progress throughout the year rather than waiting for the annual review.
School SystemBCBA — Board Certified Behavior Analyst
The clinical supervisor responsible for designing an ABA program, setting goals, analyzing data, and overseeing RBTs who deliver therapy sessions. All ABA programs must be supervised by a BCBA.
MedicalCADI Waiver — Community Alternatives for Disabled Individuals
A broader Minnesota Medicaid waiver for people with physical or developmental disabilities of all ages. May cover services not available under the ASD waiver.
CountyCase Manager (County)
A county-assigned professional who coordinates disability services, waiver enrollment, and community supports. Your primary county contact once a case is opened.
CountyCo-occurring Condition
A diagnosis that exists alongside another. Common co-occurring conditions with autism include ADHD, anxiety, sensory processing differences, and sleep disorders. Insurance and county services can address these separately.
MedicalCFSS — Community First Services and Supports
A Minnesota program that funds personal care and support services in the home and community. Replaced the PCA program. Can be used alongside a waiver or as a standalone benefit.
CountyConsent
Written parental agreement required at key points in the special education process, including before the initial evaluation and before providing services for the first time. You can revoke consent in writing at any time.
School SystemCDCS — Consumer-Directed Community Supports
A waiver option that gives families more control over how waiver funding is used. Families can hire and manage their own support workers rather than using agency-provided services.
CountyDD Waiver — Developmental Disabilities Waiver
A Minnesota Medicaid waiver for individuals with significant developmental disability support needs. Covers residential, day program, and community support options. Important for transition-age youth.
CountyDeductible
The amount you pay out of pocket before your insurance begins covering costs. Once met, your insurer pays its share of covered services.
InsuranceDevelopmental Pediatrician
A physician who specializes in developmental and behavioral concerns. Often involved in the diagnostic process and in managing medications for co-occurring conditions.
MedicalDisability Determination
The process of confirming a qualifying disability for county services. Conducted through the State Medical Review Team (SMRT) or via an existing Social Security determination (SSI or SSDI).
CountyDue Process
A formal legal process for parents who disagree with a school district's special education decisions. Involves a hearing before an impartial officer. Mediation is typically encouraged first.
School SystemEIDBI — Early Intensive Developmental and Behavioral Intervention
A Minnesota Medical Assistance benefit providing intensive developmental and behavioral therapy for children under 21 with autism. Covered by MA and some insurance plans.
MedicalEligibility Category
The specific disability category under IDEA that qualifies a child for special education services. Minnesota has 13 categories. A medical diagnosis does not automatically determine eligibility — a school evaluation does.
School SystemESY — Extended School Year
Special education services provided outside the standard school year, typically in summer. Required when a student would significantly regress without them. Must be determined individually through the IEP team.
School SystemExternal Review
An independent review of an insurance denial by an outside organization, available after exhausting internal appeals. The insurer must comply with the external reviewer's decision. A right under Minnesota Statute § 62Q.68.
InsuranceFamily Support Grant
Small grants available through Minnesota counties for families to purchase disability-related supports outside of a waiver. Availability and amounts vary by county.
CountyFeeding Therapy
Therapy addressing feeding and swallowing difficulties, food aversion, picky eating, and mealtime behaviors. Provided by an SLP or OT with specialized training. Covered by most insurance when medically necessary.
MedicalFAPE — Free Appropriate Public Education
Your child's legal right to receive special education services from the school district at no cost to your family. The district must provide services appropriate for your child's individual needs.
School SystemFBA — Functional Behavior Assessment
An assessment to identify the function or purpose of a challenging behavior — what the child gains or avoids by engaging in it. The foundation for developing a Behavior Intervention Plan.
School SystemGoal (IEP)
A written, measurable target in the IEP describing what your child is expected to achieve in a given area within one year. Goals must be based on current performance levels and aligned with your child's needs.
School SystemGuardianship
A legal arrangement in which a court appoints someone to make decisions for an adult who is unable to make them independently. Families of transition-age youth should explore this and its alternatives well before age 18.
TransitionHelp Me Grow
Minnesota's centralized referral system for Early Intervention services. Families or providers can submit a referral online or by phone. The starting point for children birth to 3 who have developmental concerns.
Early InterventionHome-Based Services
Services delivered in the child's home or community rather than in a clinic or school. Common in Early Intervention, where the IFSP model prioritizes services in natural environments.
Early InterventionIEP Team
The group of people required to develop, review, and revise the IEP. Must include the parents, a general education teacher, a special education teacher, a district representative, and when appropriate, the student.
School SystemIn-Network Provider
A provider who has a contract with your insurance company. Using in-network providers typically results in lower out-of-pocket costs. Always verify in-network status before starting services.
InsuranceIEE — Independent Educational Evaluation
An evaluation by a qualified examiner not employed by the school district. If you disagree with the district's evaluation, you have the right to request an IEE at district expense.
School SystemIEP — Individualized Education Program
A legally binding document created by the school district outlining your child's special education goals, the services the district will provide, and where they will be delivered. Renewed annually.
School SystemIFSP — Individualized Family Service Plan
The planning document for children birth to 3 in Early Intervention. Centered on the family's priorities and routines, not just clinical goals. Reviewed every 6 months and renewed annually.
Early InterventionIDEA — Individuals with Disabilities Education Act
The federal law that guarantees children with disabilities a Free Appropriate Public Education in the Least Restrictive Environment. The legal foundation for all school-based special education services.
School SystemLRE — Least Restrictive Environment
The requirement that children with disabilities be educated alongside non-disabled peers to the maximum extent appropriate for their individual needs.
School SystemLetter of Medical Necessity
A letter from a treating provider documenting why a specific service is medically necessary. Required for most insurance authorizations and essential for winning insurance appeals.
InsuranceMediation
A voluntary process to resolve disagreements between parents and school districts with the help of a neutral third party. Less formal and costly than due process. Often a required first step.
School SystemMA — Medical Assistance
Minnesota's Medicaid program. Provides health coverage for people with low incomes or significant disabilities. Children with disabilities may qualify based on their own income, not household income.
MedicalMedical Necessity
A standard insurers use to determine whether a service will be covered. A service is medically necessary when it is appropriate, reasonable, and required to treat a diagnosed condition.
InsuranceMinnesotaCare
A lower-cost health insurance option for Minnesota families who do not qualify for full Medical Assistance but cannot afford private insurance. Covers many of the same services.
MedicalMNChoices
Minnesota's statewide assessment tool to determine eligibility for home and community-based services. The entry point for all county disability services, regardless of age.
CountyModifications
Changes to what a student is expected to learn or be assessed on. Different from accommodations. A student with modifications may work toward different academic standards than their peers.
School SystemNatural Environment
In Early Intervention, services are required to be delivered where children without disabilities typically spend time, such as the home or a childcare setting.
Early InterventionNeuropsychological Evaluation
A comprehensive assessment to diagnose neurodevelopmental conditions. Produces a detailed report used for school eligibility, county services, and insurance. Conducted by a licensed neuropsychologist.
MedicalOT — Occupational Therapy
Therapy addressing sensory processing, fine motor skills, self-care, and daily living skills. Available through school services and privately. Private OT is covered by insurance when medically necessary.
MedicalOut-of-Pocket Maximum
The most you will pay in a plan year. After reaching this amount, your insurer covers 100% of covered services for the rest of the year.
InsurancePT — Physical Therapy
Therapy addressing gross motor skills, strength, coordination, and mobility. Available through school services and privately. Covered by insurance when medically necessary.
MedicalPLOP — Present Levels of Performance
The IEP section describing your child's current academic and functional performance. The baseline from which all IEP goals are written. If present levels are not accurate, goals will not be appropriate.
School SystemPrior Authorization
Approval from your insurance company before a service can begin. Required for many therapies. Without it, your insurer may deny the claim even if the service is otherwise covered.
InsurancePrior Written Notice (PWN)
A written document the school district must provide when it proposes or refuses to take action regarding your child's evaluation, IEP, or placement. One of the most important rights parents have.
School SystemPrivate Pay
Paying for services directly without using insurance or public funding. Some families use private pay when insurance authorization is denied or when providers are out of network.
MedicalProcedural Safeguards
A document the school district must give you explaining all of your rights in the special education process. Covers evaluation, IEP participation, disagreement, and due process.
School SystemRe-Evaluation (Triennial)
A full evaluation of your child required every three years to determine continued eligibility for special education. You can request one sooner if needed. Must be completed within 60 school days.
School SystemReferral (School)
The process of formally referring a child for a special education evaluation. Can come from a parent, teacher, or other professional. Parental consent is required before evaluation begins.
School SystemRBT — Registered Behavior Technician
The person who delivers day-to-day ABA therapy sessions directly with your child, under the supervision of a BCBA. This is typically the professional your child spends the most time with in ABA.
MedicalRespite Care
Temporary care provided to give family caregivers a break. Can be funded through county waivers or the Family Support Grant.
CountySection 504 Plan
A civil rights accommodation plan under Section 504 of the Rehabilitation Act. Does not provide the same level of services as an IEP but ensures students with disabilities have equal access to education.
School SystemService Coordinator (Early Intervention)
In Early Intervention, your birth-to-3 provider is your main point of contact. They help coordinate services and guide your family through the IFSP process.
Early InterventionSpecial Education
Specially designed instruction provided at no cost to families for students with disabilities who require individualized support to access education. Governed by IDEA and the IEP process.
School SystemSpecially Designed Instruction (SDI)
Instruction that has been adapted in content, methodology, or delivery to address the unique needs of a student with a disability. The core component of what makes an IEP service meaningful.
School SystemSLP — Speech-Language Pathologist
A licensed professional who evaluates and treats communication, language, feeding, and swallowing disorders. Available through school services, Early Intervention, and private clinics.
MedicalSMRT — State Medical Review Team
The Minnesota state team that reviews documentation to confirm a disability determination for county services, when Social Security documentation is not available.
CountyTEFRA Option
A provision allowing children with disabilities to qualify for Medical Assistance based on the child's income alone, rather than household income. Helps middle-income families access MA for their child.
MedicalTransition (Age 3)
The process of moving from Early Intervention (IFSP) to school-based services (IEP) at age 3. Must be completed before the child's third birthday. Requires evaluation and a new IEP or determination of ineligibility.
Early InterventionTransition Planning (Secondary)
Planning for life after high school, required in the IEP beginning at age 16 (best practice age 14). Must include measurable post-secondary goals in education or training, employment, and where appropriate, independent living.
TransitionVocational Rehabilitation (VR)
A state program that helps people with disabilities prepare for, find, and maintain employment. An important resource for transition-age youth planning for adult life.
TransitionWaiver
A Medicaid program that allows states to waive standard rules so people with disabilities can receive services in their homes and communities. Minnesota offers the ASD, CADI, and DD waivers, among others.
CountyWaiver Case Management
A county-assigned or privately chosen case manager who helps coordinate all waiver-funded services and supports. Families can choose a private case management agency as an alternative to county-assigned management.
County Date Tracker
Your Date Tracker
Add the dates that are relevant to your family right now. As things change — a new service starts, an evaluation is scheduled — come back and add it. You do not need to track everything at once.
Dates change — check back regularly
As new services begin, evaluations are scheduled, or your child transitions between systems, new dates become relevant. Return to this page and add them as they come up. Dates you track here automatically update your Key Deadlines page.
No dates added yet. Use the button below to add your first date.
Choose a date to add
Or add a custom date
Key Deadlines
Upcoming Deadlines
Dates you are tracking appear here sorted by urgency. Add dates in the Date Tracker to populate this page.
No dates tracked yet. Add dates in the Date Tracker to see countdowns here.
Understanding the Colors
- Red (under 30 days): Action needed now. Contact your provider or district immediately.
- Yellow (31-90 days): Coming up soon. Begin preparing, gathering documents, and scheduling meetings.
- Green (91+ days): On track. Note the date and revisit when it turns yellow.
Your Service Team
Build the team that's right for your family. Not every role applies to every situation. Add the people you have or are looking for, and use this page as a reference for who does what.
My Team
Browse the tabs below and click Add to build your team
No team members added yet.
Your service team is made up of people across four systems — school, county, private therapies, and medical. Not every role applies to every family. Build your team gradually, starting with the people most relevant to where you are right now.
School System
Special education teachers, case managers, early intervention providers, and evaluators.
Browse roles
County Services
County case managers, private case management agencies, and respite care providers.
Browse roles
Private Therapies
SLPs, OTs, PTs, feeding therapists, ABA therapists, BCBAs, and mental health providers.
Browse roles
Medical
Pediatricians, developmental pediatricians, neuropsychologists, and psychiatrists.
Browse roles
Additional Support
Navigators, advocates, grant writers, AT specialists, and peer support.
Browse roles
Add people as you meet them
Browse the other tabs to add roles to your team. Once added, you can record each person's name, phone, and any notes here. Your team will grow over time — you do not need everyone on day one.
No team members added yet. Browse the other tabs and click Add to build your team.
Special Education Teacher
School
Your child's primary teacher for special education services. Responsible for implementing IEP goals, tracking progress, and communicating with you about your child's day-to-day experience.
How to find: Contact your school's main office and ask for the special education department.
Special Education Case Manager
School
Coordinates your child's IEP, schedules meetings, ensures services are being delivered, and is your main point of contact within the school district. In some districts this is the same person as the special education teacher.
How to find: Your district's special education office.
Early Intervention Provider (Birth to 3)
School (EI)
For children birth to 3, your EI provider helps develop the IFSP, coordinates services, and guides your family through the early intervention system in Minnesota.
How to find: Contact your school district's Early Intervention coordinator, or submit a referral at helpmegrow.org.
School Psychologist / Evaluator
School
Conducts or coordinates special education evaluations, interprets assessment results, and participates in IEP eligibility meetings. You will interact with them primarily during evaluation and re-evaluation cycles.
How to find: Your district's special education office will assign an evaluator when you request an evaluation in writing.
Transition Coordinator (Ages 13-21)
SchoolTransition
Helps plan for life after high school, including employment, post-secondary education, independent living, and community participation. Required to be part of the IEP team starting at age 14 in Minnesota.
How to find: Ask your child's special education case manager to connect you with the district's transition coordinator.
County Case Manager
County
Your primary county contact once a case is opened. Coordinates disability services, waiver enrollment, and community supports. This is the person who will guide you through the MNChoices assessment and connect you to funding.
How to find: Call your county's disability services unit and ask to open a case.
Private Case Management Agency
County
Families receiving waiver services can choose a private case management agency instead of or in addition to the county. Private agencies often provide more individualized attention and flexibility in coordinating services.
How to find: Ask your county case manager for a list of approved agencies in your area.
Respite Care Provider
County
Provides temporary relief care for families, allowing parents and caregivers to rest or attend to other responsibilities. Can be funded through county waivers or the Family Support Grant.
How to find: Ask your county case manager about respite funding options through your waiver or the Family Support Grant.
Speech-Language Pathologist (SLP)
Speech
Works on communication, language development, social communication, feeding and swallowing, and AAC (augmentative and alternative communication). Private SLP services are separate from and can run alongside school speech services.
How to find: Use the Find Providers page. A referral from your pediatrician may be required by your insurance.
Occupational Therapist (OT)
OT
Addresses sensory processing, fine motor skills, self-care, and daily living skills. Private OT can complement school OT services, especially for sensory needs that extend beyond the school setting.
How to find: Use the Find Providers page. Ask your pediatrician for a referral if required by your insurance.
Physical Therapist (PT)
PT
Works on gross motor skills, strength, coordination, balance, and mobility. Recommended when medically necessary for children with motor delays or co-occurring physical conditions.
How to find: Use the Find Providers page or ask your pediatrician for a referral.
Feeding Therapist
Feeding
Specializes in feeding and swallowing difficulties, picky eating, food aversion, and mealtime behaviors. Often provided by an SLP or OT with specialized feeding training. Covered by most insurance when medically necessary.
How to find: Use the Find Providers page and filter by Feeding Therapy.
ABA Therapist / RBT
ABA
The Registered Behavior Technician (RBT) is the person who delivers day-to-day ABA therapy sessions directly with your child, under the supervision of a BCBA. This is often the person your child spends the most time with in ABA.
How to find: Use the Find Providers page and filter by ABA Therapy.
BCBA — Board Certified Behavior Analyst
ABA
The clinical supervisor responsible for designing your child's ABA program, setting goals, analyzing data, and overseeing the RBTs who deliver sessions. The BCBA is accountable for the overall direction and quality of ABA treatment.
How to find: Assigned through your ABA clinic when services begin.
Mental Health Therapist / Psychologist
Mental Health
Provides therapy for co-occurring conditions such as anxiety, ADHD, depression, and emotional dysregulation. Also supports parents and siblings navigating the emotional aspects of a disability diagnosis. Covered under mental health parity laws.
How to find: Ask your pediatrician for a referral, or contact your insurance for in-network providers.
Pediatrician / Primary Care Provider
Medical
Your child's primary medical provider. Issues referrals for therapy and specialist services, monitors overall development, manages medications, and coordinates with specialists. A good pediatrician who understands autism is a significant asset.
How to find: You likely already have one. If you are looking for a new provider, ask your diagnosing clinic for recommendations.
Developmental Pediatrician
Medical
A specialist who focuses on developmental and behavioral concerns. Often involved in the diagnostic process and in monitoring developmental progress over time. May manage medication for ADHD, anxiety, or other co-occurring conditions.
How to find: Ask your pediatrician for a referral. Waitlists are often long — request one early.
Neuropsychologist
Medical
Conducts comprehensive evaluations to diagnose autism, ADHD, learning disabilities, and other neurodevelopmental conditions. Their reports are used to establish eligibility for school services, county services, and insurance-covered therapies.
How to find: Use the Find Providers page and filter by Autism Evaluation.
Psychiatrist
Medical
A medical doctor who specializes in mental health and can prescribe medications for co-occurring conditions such as ADHD, anxiety, OCD, or mood disorders. Works alongside therapists and behavioral providers.
How to find: Ask your pediatrician or developmental pediatrician for a referral.
Autism Consultant / Family Navigator
Navigation
Helps families understand and navigate all four systems — school, county, medical, and private — without the constraints of a single agency. Provides personalized guidance on next steps, service planning, and advocacy. Not limited to one system or one type of service.
How to find: Lattice Autism Consulting offers family navigation services across the Twin Cities metro. Visit latticeautismconsulting.com.
Special Education Advocate
Advocacy
A trained advocate who attends IEP meetings with families, helps interpret education law, and supports parents in navigating disagreements with the school district. Not a lawyer, but highly effective in helping families understand and assert their rights.
How to find: PACER Center (pacer.org) offers advocacy resources and can connect you with advocates in Minnesota.
Disability Rights Advocate / Attorney
Advocacy
Provides free legal advocacy when rights are being violated — including school service denials, county service disputes, and insurance appeals. Disability Rights Minnesota offers free legal help to individuals with disabilities in Minnesota.
How to find: Disability Rights Minnesota at disabilityrightsmnc.org or (612) 434-3780.
Grant Writer / Funding Specialist
Funding
Helps families identify and apply for grants and funding sources to cover therapy costs, equipment, respite care, and other disability-related expenses not covered by insurance or county services. Can be particularly valuable for families pursuing ABA or assistive technology.
How to find: The Arc Minnesota and Autism Recovery Foundation are starting points. Some family navigators also assist with grant research.
Assistive Technology Specialist
Technology
Evaluates and recommends assistive technology tools — including AAC devices, communication apps, sensory tools, and adaptive equipment — to support communication, learning, and independence. Can be school-based or accessed through the Minnesota STAR Program.
How to find: Ask your IEP team about an AT evaluation, or contact the Minnesota STAR Program at mn.gov/admin/star.
Transition Specialist (Ages 14-21)
Transition
Focuses specifically on post-secondary planning — employment, independent living, community access, and adult services. Works across systems including school, county, and vocational rehabilitation. Distinct from the school-based transition coordinator.
How to find: Ask your county case manager or school district about transition planning resources. Fraser and The Arc Minnesota also offer transition support.
Parent Mentor / Peer Support
Support
A parent who has navigated similar systems and can offer lived experience, emotional support, and practical guidance. Peer support is one of the most underused and valuable resources available to families after a new diagnosis.
How to find: AuSM (ausm.org) and PACER Center offer parent support programs and connections in Minnesota.
Community Resources
Minnesota Community Resources
Organizations, navigation tools, and community supports for families across Minnesota. This list is a starting point, not an exhaustive directory.
Disclaimer
Veli does not endorse, recommend, or guarantee the services of any of the organizations listed. This information is provided solely as a resource for families to explore independently.
Statewide Information and Navigation
- Disability Hub MNHelps families understand disability services, benefits, waivers, housing, employment, and healthcare in Minnesota. A strong first stop for families who are new to the system. disabilityhubmn.org →
- Minnesota Autism Resource PortalState-run hub with up-to-date information on autism services across the lifespan, including early intervention, education, healthcare, and adult supports. mn.gov/autism →
- MNChoices AssessmentMinnesota's official assessment used to determine eligibility for disability services, waivers, and long-term supports for children and adults. Contact your county to schedule one, or learn more at the link below. Learn about MNChoices →
Advocacy, Education, and Family Support
- The Arc MinnesotaProvides advocacy, education, and hands-on support, including help filling out forms and navigating disability services and rights. arcminnesota.org →
- PACER CenterSupports families with parent advocacy, education decision-making, and assistive technology resources. Free consultations for Minnesota families. pacer.org → · 952-838-9000
- Minnesota STAR Program (Assistive Technology)Helps families explore and access assistive technology to support communication, learning, mobility, and independence. mn.gov/admin/star →
- Disability Rights MinnesotaFree legal advocacy for people with disabilities in Minnesota, including help with school disputes, county service denials, and insurance issues. disabilityrightsmnc.org → · 612-434-3780
- Special Needs PTO GroupsMany school districts have parent groups specifically for families of children with disabilities. These groups offer peer support, shared knowledge, and community connection. Contact your local school district's community education office to ask whether a group exists in your area.
Autism-Specific Organizations
- Autism Society of Minnesota (AuSM)Offers education, support groups, social skills programs, counseling and consulting, sensory-friendly events, and workshops for individuals and families. ausm.org →
- Minnesota EIDBI and Early Intervention (MN DHS / SWWC)Information and referrals for Early Intensive Developmental and Behavioral Intervention (EIDBI) services, including eligibility and insurance guidance. swwc.org →
- Multicultural Autism Action Network (MAAN)Provides culturally responsive autism education, advocacy, and family support in multicultural communities. maanmn.org →
- Autism SIBS Universe (ASU)Community-based nonprofit promoting self-advocacy, interdependence, and family support across the lifespan. asu-living.org →
- Autism Recovery FoundationProvides financial support to families, scholarships for autism therapy training, and advocacy for early intervention access. autismrecoveryfoundation.org →
Know Your Rights
Parent and Family Rights
You have more power in this process than most families realize. These rights are enforceable. Knowing them changes the conversation.
School Rights
Evaluation, IEP participation, records, prior written notice, IEE, mediation, and due process.
Under IDEA and MN Rule 3525
View rights
Insurance Rights
Mandatory coverage, no dollar caps, internal and external appeals, and mental health parity.
Under MN Statute § 62A.3094 and § 62Q.53
View rights
County Rights
Assessment access, service denial appeals, provider choice, and individualized service planning.
Under MN Statute §§ 256B.0911, 256.045, 256B.49, 256B.092
View rights
Key Contacts for Rights and Advocacy
PACER Center
Free parent training and advocacy for MN families
(952) 838-9000 · pacer.org
Disability Rights Minnesota
Free legal advocacy for disability rights
(612) 434-3780 · disabilityrightsmnc.org
MN Dept. of Education, Special Ed
File complaints about school district violations
(651) 582-8200 · education.mn.gov
Autism Society of Minnesota (AuSM)
Support groups, resources, and advocacy
(651) 647-1083 · ausm.org
The Arc Minnesota
Advocacy for intellectual and developmental disabilities
(952) 920-0855 · arcminnesota.org
MN Dept. of Commerce (Insurance)
Insurance complaints and external reviews
(651) 539-1500 · mn.gov/commerce
Your School Rights Under IDEA
These rights are guaranteed under the Individuals with Disabilities Education Act (IDEA) and Minnesota special education rules. They apply from the moment you request an evaluation through your child's entire time in the school system.
IDEA § 614(a)(1) · 34 CFR § 300.301
Right to request evaluation. You can request a special education evaluation at any time, in writing. The district must respond within 30 days and complete the evaluation within 60 school days.
IDEA § 615(b)(1) · 34 CFR § 300.322
Right to participate in the IEP team. You are a required member of your child's IEP team. The school cannot hold an IEP meeting without making a reasonable effort to include you.
FERPA 20 U.S.C. § 1232g · 34 CFR § 300.613
Right to review education records. You have the right to inspect and review all education records related to your child at any time. The district must comply within 45 days.
IDEA § 615(b)(1) · 34 CFR § 300.502
Right to an Independent Educational Evaluation (IEE). If you disagree with the school district's evaluation, you can request an IEE at district expense. The district must either fund the IEE or file for due process to defend its evaluation.
IDEA § 615(b)(3) · 34 CFR § 300.503
Right to prior written notice. The district must notify you in writing before making any changes to your child's identification, evaluation, placement, or services — and before refusing to make changes you have requested.
IDEA § 614(a)(1)(D) · 34 CFR § 300.300
Right to withhold consent and review before signing. You do not have to sign the IEP at the meeting. You have the right to take time to review it. You can also revoke consent for services in writing at any time.
34 CFR § 300.153 · MN Rule 3525.3500
Right to file a state complaint. You can file a complaint with the Minnesota Department of Education for any violation of special education law. The MDE must investigate and respond within 60 calendar days.
IDEA § 615(e)(f) · 34 CFR §§ 300.506–300.516
Right to mediation or due process. If you and the district cannot reach agreement, you have the right to request mediation (free) or a formal due process hearing before an impartial officer.
Your Insurance Rights Under Minnesota Law
These rights are established under Minnesota state law. They apply to all state-regulated health plans. If your insurer violates these rights, contact the Minnesota Department of Commerce at (651) 539-1500.
MN Statute § 62A.3094
Mandatory coverage for autism treatment. Your insurer must cover ABA therapy, speech therapy, occupational therapy, physical therapy, and feeding therapy for autism and related developmental disabilities. This is not optional — it is legally required.
MN Statute § 62A.3094, Subd. 2
No annual dollar cap on ABA therapy. Minnesota law prohibits annual dollar limits on ABA therapy for children under 18. Session limits more restrictive than those applied to other medical services are also prohibited.
MN Statute § 62Q.53 · Federal Mental Health Parity Act, 29 U.S.C. § 1185a
Mental health parity. Mental health services must be covered at parity with medical and surgical services. Your insurer cannot impose more restrictive limits on mental health benefits than on other medical benefits.
MN Statute § 62Q.68 · 45 CFR § 147.136
Right to internal appeal. If your insurer denies a claim, you have the right to appeal the denial internally. The insurer must provide written notice of denial including the specific clinical criteria used to make the decision.
MN Statute § 62Q.68, Subd. 3
Right to external review. After exhausting internal appeals, you can request an independent external review. The insurer must comply with the outcome. This is one of the most powerful tools families have.
MN Statute § 72A.201
Right to file a complaint with the state. The Minnesota Department of Commerce handles insurance complaints and enforces state insurance law. Call (651) 539-1500 or visit mn.gov/commerce.
Your County Rights Under Minnesota Law
These rights are established under Minnesota state law and apply to county disability services. If you believe your rights are being violated, contact Disability Rights Minnesota at (612) 434-3780.
MN Statute § 256B.0911
Right to a MNChoices assessment. Any Minnesota resident with a disability has the right to request a MNChoices assessment to determine eligibility for home and community-based services. The county cannot deny you an assessment.
MN Statute § 256.045
Right to appeal county decisions. If your county denies services, reduces services, or changes your child's service plan, you have the right to appeal that decision. You must be notified of your appeal rights in writing at the time of any adverse action.
MN Statute § 256B.49
Right to choose providers. If your child is approved for a Medicaid waiver, you generally have the right to choose your own qualified service providers. The county cannot require you to use a specific provider.
MN Statute § 256B.092
Right to an individualized service plan. Individuals with developmental disabilities have the right to an individual service plan that reflects their personal goals, preferences, and needs. You are a required participant in developing that plan.
Veli. Minnesota Disability Navigation
Parent and Family Rights. Quick Reference
Minnesota families navigating disability services
Secondary Transition
Transition Planning Guide
Planning for life after school is one of the most important things you will do in the IEP process. This guide walks through what needs to happen and when.
Adult services waitlists in Minnesota can be 3 to 7 years. Do not wait until your child is close to graduation to begin county conversations. Start now, even if adult services feel far away.
What Is Secondary Transition?
Secondary transition is the process of planning for your child's life after high school. Under IDEA, the IEP must include a formal transition plan by age 16. but best practice in Minnesota starts at age 14. The plan must address three post-secondary goal areas:
Education or Training
What comes after high school? College, vocational training, community education, a certificate program, or continued learning. The goal should reflect your child's interests and realistic options.
Employment
What kind of work does your child want to do? Competitive employment, supported employment, or vocational day programming are all valid paths. A vocational assessment can help identify strengths and interests.
Independent Living
Where will your child live, and what support will they need? This includes daily living skills, community participation, and housing options. Not all IEPs require this goal. it is included where appropriate.
Transition Checklist by Age
Ages 14–15. Start Early
- ☐Ask the IEP team to begin informal transition conversations, even if not yet required
- ☐Request a vocational assessment to identify interests, strengths, and work-related skills
- ☐Contact your county case manager to discuss adult disability services and waitlist timelines
- ☐Begin exploring post-secondary options. vocational programs, community college disability services, supported employment providers
- ☐If not already on a waitlist, ask your county case manager about applying now
Age 16. Required by Law
- ☐IEP must now include a formal secondary transition plan with measurable post-secondary goals
- ☐Post-secondary goals must address education or training, employment, and independent living (where appropriate)
- ☐Your child should have a voice in the transition plan. their preferences and goals should drive the conversation
- ☐Transition services and supports listed in IEP should connect to post-secondary goals
- ☐Confirm course of study supports post-graduation plans
Ages 17–18. Adult Services
- ☐Connect with Vocational Rehabilitation (VR) Services. they can support employment planning before graduation
- ☐Begin researching adult service providers. day programs, supported employment agencies, residential options
- ☐Ask your county case manager about DD Waiver and CADI Waiver. the primary adult funding sources
- ☐At age 18, discuss guardianship and supported decision making with your county case manager and an attorney
- ☐Update FAFSA and financial aid planning if post-secondary education is part of the plan
- ☐Connect your child's school team with any adult providers you are considering for a warm handoff
Exit. Final Year of School
- ☐Request a summary of performance document from the school district. required at exit, useful for adult providers
- ☐Confirm adult services and providers are in place before the last day of school. do not leave a gap
- ☐Transition county services from children's to adult case management if not already done
- ☐Obtain all school records, IEPs, and evaluation reports before exit. you will need them with adult providers
- ☐Connect with The Arc Minnesota and other adult disability organizations for peer support and resources
Key Adult Service Options in Minnesota
Supported Employment
Job coaching and support services to help individuals with disabilities find and keep competitive employment in the community.
Ask your county case manager or VR counselor for a list of certified providers.
Day Training and Habilitation (DT&H)
Structured day programs that focus on skill development, community inclusion, and vocational activities for adults who need more support.
Covered under the DD Waiver. Your waiver support planner can help identify options.
Residential Services
Ranges from 24-hour group residential facilities to semi-independent living with support staff. Waitlists are long. begin exploring early.
Covered under the DD Waiver. Contact your county case manager to begin the process.
Community Support Services
In-home and community-based support for adults who live at home or semi-independently. Includes personal care, skill building, and community access.
Available through multiple waivers. Discuss options with your county case manager.
Vocational Rehabilitation (VR)
State-funded program providing employment planning, job training, assistive technology, and job placement services. Available to students before graduation.
mn.gov/deed/vr or call (651) 259-7366.
Guardianship / Supported Decision Making
Legal options for supporting decision-making after age 18. Full guardianship, limited guardianship, and supported decision making agreements are all available in Minnesota.
Consult an attorney familiar with disability law. PACER can provide referrals.