The Law on Education for the Handicapped was established in 1975 (PL 94-142); this act gave the right to “all children to a free and adequate education, regardless of handicap conditions” (BOOK). However, prior to this law, children with disabilities did not attend school, as a result, in 1986 congress amended PL 94-142 and extended this law to what is known as the Handicapped Infants and Toddlers Act of 1986 (PL 99 -457). Prior to the implementation of PL 99-457, early intervention services for infants and toddlers with disabilities were not part of the legislation. The Handicapped Infants and Toddlers Act provides states with the opportunity to provide early intervention to a group of infants not previously identified by the service system. , thus avoiding delays. PL 99-457 consists of two parts: Part B and Part H. Part B extends the rights of PL 94-142 to children ages 3 to 5 years of age. Part H included early intervention services for children from birth to 2 years of age. The primary purposes of PL 99-457 included "(1) to improve the development of handicapped infants and toddlers, (2) to minimize the need for special education costs after handicapped infants and toddlers reach school age, (3) increase the abilities of handicapped individuals so that they can live more independently and (4) improve the ability of families to meet the special needs of their handicapped infants and young children” (GLORIA From the point demographically, PL 99-457 focused on children who suffered from developmental delays and were diagnosed with physical and mental conditions or those who had conditions that would typically result in a delay researchers have suggested that early intervention is justified in part by the potential of… half of document… PL 99-457 […] presents many challenges because it requires communication and coordination between two complex systems: the health system and the education system” ( MORSE). The health system (Title V) and the education system (PL 94-142) ultimately ran into problems because the health system and the education system, both with different knowledge and training, could not deviate from their professional background even though their plan ultimately results in what is in the client's best interest. Collaboration among all interagency and multidisciplinary providers who contribute as educators, mental health professionals, families, and other early childhood workers is what the Handicapped Infants and Toddlers Act, specifically Part H, stands for. Each participating provider has the same final objective, which is to provide the best possible service to the customer.