An excellent way to actively involve all those invested in the inclusion process is to implement the MAPS process when developing the child's IFSP/IEP. MAPS stands for Making Action Plans or the McGill Action Planning System. The Kansas State Board of Education has available a manual and videotape which describes the actual MAPS process in detail entitled MAPS: A Plan for Including All Children in Schools (1990). The MAPS manual and videotape might prove to be helpful in developing strategies for creating a user friendly and functional IFSP/IEP for children attending inclusive early childhood programs. Information presented in the MAPS manual is geared toward older students, however we have found that by using a modified MAPS system we have been able to create IFSP's/IEP's which are built upon the childþs strengths and prove to be functional within the inclusive setting.

Since the modified MAPS process will probably be a new experience for those involved, it is helpful to disseminate information about the process prior to the development of the child's IFSP/IEP. Those participating might like to read through the MAPS manual in order to better understand the process. It is also helpful to provide the participants with a worksheet beforehand that states the questions which will be discussed at the meeting (see examples in chapter 7 appendix).

The modified MAPS process is unique in that all those involved with the inclusion of a child with disabilities in an early childhood program are key players in the development of the IFSP/IEP. A typical MAPS meeting would include the parents and/or family members, friends of the family, special service providers, community preschool staff, the child, and friends of the child. IFSP/IEP meetings using the MAPS process can last an hour or longer, and it is suggested that some MAPS meetings take place over two or three sessions. Spending this length of time at meetings most likely would be overwhelming for younger children. Because of the age of the children we work with at the preschool level, it is suggested that someone videotape the child within the inclusive setting as well as videotape the child's friends responses to the MAPS questions. This videotape can be viewed at the meeting, allowing for peer input into the IFSP/IEP process.

One positive aspect of developing a child's IFSP/IEP with this process is that input is obtained from a variety of people who know the child, not just the special service providers. One of the strategies we have found to be helpful is the use of flip charts or large sheets of chart paper on which the facilitator of the meeting writes individual responses to the MAPS questions as they are presented. The information gathered on the chart paper is, in essence, the child's IFSP/IEP. From the questions regarding the child's "strengths/gifts," "needs," and "ideal day," goals are developed and prioritized, and objectives are created.

Many who are required to write computerized IEP's may be concerned about whether or not this is truly an IEP. The information gathered in this manner is easily entered into the computerized system, especially if the system allows for creating your own objectives. Before entering the information into the computerized system, it is helpful to transfer the information from the meeting onto regular size paper, and to copy and distribute it back to the participants to review for errors, additions, etc. Because this information is serving as the child's IFSP/IEP, it is important to also have available at the MAPS meeting a signature page to be signed by the participants at the meeting (see example in chapter 7 appendix). When the MAPS information is transferred into its final form (the actual IFSP/IEP document), the signature page is included with that document.

Related Links:

• MAPS Process: seven questions ( Circle of Inclusion Guidelines)
• Form 6: Form to Develop IEP
• The Kansas State Board of Education