Special Education/EIS

All states and territories must provide early intervention services to children who have, or are at risk for having, developmental delays, from birth to their third birthday.

Most CONUS locations, local school districts or health departments provide these early intervention services. The program is called different names in different areas, but it is often referred to as Part C because that is the section of the law that pertains to early intervention. The Education Directory for Children with Special Needs has a list of resources specific to each state to help you determine who you should contact. Your installation EFMP Family Support provider can also answer your questions.

If you are moving OCONUS or to a CONUS location with a DODEA school (and you live on installation), your child will receive EIS through the Defense Department’s Educational and Developmental Intervention Services, or EDIS, program.

When moving, you should hand carry copies of your child's most current individual family service plan, or IFSP, and the most current evaluation reports to your new home to ensure they are not lost.

All states and territories provide special education and related services to eligible children between the ages of 3 through 21.

When a child transfers to a different district in the same state, the new school must provide a free, appropriate public education, including comparable services, until the previously held IEP is adopted or a new one is developed and implemented. When a child transfers to another state, the receiving school must provide comparable services until an IEP review can determine if a new evaluation or IEP is appropriate.

If you are moving and your child receives special education and related services, you should hand carry all necessary school and medical documents, including the most current IEP and current evaluation reports. Hand carrying these documents ensures that they are not lost and allows the new school to begin the process as soon as you arrive.

• Education Directory for Children with Special Needs
• EFMP & Me digital tool
• Individualized Education Program & Moving
• Special Needs Parent Toolkit
• Special Needs Resources
• Exceptional Family Member Program videos

Parents of children enrolled in special education should hand-carry all pertinent school and medical documents to include their children’s Individualized Education Program (IEP) and current testing and evaluation reports.

If your child requires specialized equipment (for example large print books, an FM trainer, or Braille services) contact the Area Special Education Coordinator in SHAPE Healthcare clinic.

DoDDS-Europe, Wiesbaden, Germany
Special Education Coordinator
Office of the Deputy Director, DoDDS-Europe
Unit 29649, Box 7000
APO AE 09096

011-49-611-380-7219
Fax: 011-49-611-380-7575

Exceptional Family Member Program (EFMP)

The USAG Benelux (SHAPE/Chièvres) EFMP provides advocacy and coordinates resources for families with special education or medical needs. Upon arrival, please stop by to register with the local EFMP. The EFMP Coordinator will assess your community support needs and assist you in locating the resources you need. It is recommended that you hand-carry any important documentation relating to EFMP enrollment, the Family member’s special needs, medical and school records (including IEP/IFSP if applicable), and enough medication or medical supplies to last at least 6 weeks. The ACS EFMP currently sponsors two support groups which meet monthly during the school year – the ADHD Resource Group and the Asperger/Autism Support Group. 

In the USAG BENELUX SHAPE/Chièvres community, Mons, Belgium, DoDDS provides the following level of services.

Services are available for children with developmental delays and/or other identified disabilities who require daily or less frequent support in a developmental classroom setting.

Autism Spectrum Disorder (ASD): The schools provide direct instruction in the regular classroom or in a resource room. This location would not be appropriate for children with the diagnosis of autism who require individual support or more intensive special education service.

Communication/Speech Impaired:  Services are available to provide comprehensive speech and language interventions in individual, small group, and/or general education classroom settings.

Emotionally Impaired:  Part time services are available on an as-needed-basis to support children in the general education classroom. These services may not be available within the school complex. This placement would not be appropriate for children coming out of a residential placement and/or an alternative educational setting.

Intellectual Disability (Mental Retardation):  Services are available for children who have mild to moderate mental retardation and who require major curriculum modifications to receive instruction in the general education classroom (approximately 50% or greater). The majority of instruction may be in a resource room setting.

Specific Learning Disability:  Services are available to provide the majority of individualized instruction in a resource room setting (75% of the day or more).

Hearing Impaired:  Services are available on an as-needed-basis to provide consultation for students with hearing impairments who can be served in the general education classrooms. The Hearing Impaired Specialist is not located within the school complex and on-site visits may be limited. Minor environmental modifications and some special materials are available. Support is provided for children whose hearing disability is typically corrected with hearing aids. This is not an appropriate location for children who are deaf or who require the services of an interpreter.

Visually Impaired:  Consultation services are provided on an as-needed-basis to support children with low vision who can be served in a general education classroom. The Visually Impaired Specialist is not located within the school complex and on-site visits may be limited. This may include equipment for providing magnification and high contrast, large print books, and environmental modifications for light control and/or preferential seating. This is not an appropriate location for children who are blind and require pre-Braille or Braille instruction or orientation and mobility training.