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To Preschool

There are several transition options for special needs children at this age. For some children, this may be their first referral for services of any kind.
  • Home to Preschool/Child Care
  • Early Intervention to Special Education Preschool
  • Early Intervention to Child Care
  • Early Intervention to Community Preschool

Roles of Medical Home in Transition

  • Begin teaching the child about his/her special health care needs.
  • Begin asking the child, "What do you want to be when you grow up?"
  • Encourage the family to teach their child self-care skills and any special skills related to his/her disorder.
  • Communicate the child's special medical needs to the school and recommend accommodations related to the disorder.
  • Collaborate with the school nurse to develop a Health Care Plan and an Emergency Plan. Write, and forward to school, orders for any special needs, i.e., medications, GTube feedings, etc.
  • Encourage the family to teach decision-making skills to their child by offering choices.
  • Encourage the family to assign age- and ability-appropriate chores at home.
  • Continue to emphasize the need for the family to document the medical history of their child. For sample forms to keep a medical history, see: Care Notebook.
  • If the child does not qualify for Special Education services during the first evaluation, encourage the family to pursue another evaluation or other options available for children not eligible for special educaiton services (see below). The child may be eligible for special education services in the future, especially if other medical needs arise.
  • Begin teaching about good touch/bad touch and/or stranger danger.

Transitioning from Early Intervention to Special Ed Preschool, Day Care, or Community Preschool

Transitioning a special needs child from early intervention to preschool is a process that must be completed on or before the child's 3rd birthday to guarantee a Free and Appropriate Public Education (FAPE). Some children will qualify for school services that can take many forms, while others will need to find community services. The following transition process determines eligibility for services from the local education agency (LEA or school). This transition takes place in three parts:
  • The 2nd Birthday Individualized Family Service Plan (IFSP) Meeting,
  • The 90 or 120 Day Transition Meeting, and
  • The Individualized Education Program (IEP) Meeting.
See below for details.
A transition video for parents of preschoolers, Preschool transition video for parents, is available from the Utah State Office of Education.
Some children who were able to participate in early intervention may not qualify for Special Education preschool. Alternatives are listed at the end of this document.

Second Birthday Individualized Family Service Plan (IFSP) Meeting

This meeting provides families with an orientation on general transition topics, which will become more individualized to the specific needs of their child over time. Those involved in the meeting include: the parents, the early intervention service coordinator, and any other program people, if appropriate. General topics may include:
  • Identification of needs and related services;
  • The different environments children may encounter;
  • Available educational alternatives;
  • The referral process;
  • Evaluation procedures;
  • The IEP process;
  • Appropriate program placement;
  • Differences between early intervention programs and the preschool early childhood Special Education programs;
  • A description and plan (if necessary) of the upcoming 90-120 Day Transition Meeting (held 90 days prior to 3rd birthday); and
  • Devloping a plan to meet the needs of the child and family.
In order to develop individualized results for the child and his/her family, the following questions should be addressed:
  • What information does the family need regarding the transition process?
  • What skills are needed to prepare the child for the preschool environment?
  • What additional support is needed to aid participation in the preschool environment?
Once the child's needs are identified, a plan is developed, with child-based outcomes in mind, to prepare the child for the preschool environment and also to meet the family's needs. Sample outcomes:
  • Johnny will be able to spend time away from his mom in order to prepare for attending a preschool program.
  • Annie will learn to drink from a cup and eat finger food items in order to participate in family meals and snacks with friends and peers.
  • Michael will be able to follow one- or two-step directions from a teacher/adult at nursery or neighborhood activities

The 90-120 Day Transition Meeting (3-4 months before 3rd birthday)

Regulations require that this meeting must be held at least 90 days before the 3rd birthday. Those involved in the meeting are: the parent(s), a representative of the local education agency (LEA), the early intervention service coordinator, and if appropriate, a representative of the state education agency for the deaf and blind. The parents may invite any other parties to contribute information or support.
In preparation for this meeting, gather all medical evaluations and information. The purposes of this meeting are to:
  • Revise and enhance the transition plan that was started at the previous meeting;
  • Complete the referral for the early childhood special education program;
  • Establish processes, timelines, and responsibilities for eligibility determination;
  • Identify preschool services;
  • Identify any additional child and family outcomes which are needed to meet individual needs; and
  • Ensure that eligible children receive a free and appropriate public education.

The IEP Meeting

This is the third and final meeting in the transition process. Each public school child who eceives Special Education and related services must have an IEP. School Services may include one, two, three or four days per week of preschool, or speech therapy alone. The IEP team determines how much and where these services are delivered.
The IEP plan allows for a team* of personnel to work together to optimize the education for a special needs child. The people required to attend this meeting are: the parent(s), the regular education teacher, the Special Education teacher, a representative of the LEA, the early intervention service coordinator, and an individual to interpret evaluation results. Depending on the student's needs, related service providers should also be invited to this meeting.
The purpose of this meeting is to:
  • Determine eligibility for Special Education services. For more details, see: Education & Schools.
  • Develop the IEP document, which may include a health care plan, a behavioral intervention plan, and/or an emergency plan.
  • Determine appropriate placement.
If your child is in an Early Intervention program and qualifies for Special Education, the IEP must be in effect by age three.
*"Team" may refer to the IEP, health plan, or school accommodation team.

For Those Not Eligible for Special Education Services

If the child does not qualify for Special Education services there are several options to pursue:
  • Consider applying for Head Start, a program directed at low-income and migrant families, however children with disabilities may be eligible for Head Start regardless of family income. For services: see all Head Start/Early Head Start services providers (49) in our database.
  • Enroll your child in a regular preschool through the public school system. Check with your local school district for information on a preschool program near you. One advantage of enrolling in a regular public school preschool is that the school system can get to know your child and may be able to direct you to more services through the school system. See Community & Professional Services for local preschools and school districts.
  • Enroll your child in a child care (day care) center where he will receive care and basic educational services such as socialization, art, games, etc. For services: see all Resources for Child Care Providers services providers (16) in our database.

Transitioning from Home to Preschool/Child Care

If the Early Intervention Program did not serve the child and you have concerns about his development, speech, vision, motor skills, hearing, etc., contact your local education agency (preschool directors) and request an evaluation to determine if your child can qualify for school services. For services: see all School Districts services providers (13) in our database.
Beginning preschool can be a big change for you and your child. How you handle and view this transition can influence your child's adjustment. Support his independence and expect success, but remember that you know best whether your child's temperament, gender, abilities and birth-date make him "ready" for school. Trust your own judgment and do not rely on assessments of friends or family members. Watch for signs of stress, and don't force a child to continue if the experience is more traumatizing than educational.
  • Prepare yourself for the separation and any resulting feelings such as anxiety or grief.
  • Do your homework. Decide what type of environment and experience you want for your child. Visit several schools if possible.
  • Set realistic expectations by selecting an environment that matches your child's ability, interests and personality.
  • Assess your child's readiness. Is your child emotionally and physically ready to start pre-school?
  • Expect behavior changes. Your child may regress or exhibit behaviors she has learned from other children.
  • Develop routines and positive expectations. Prepare your child ahead of time by visiting the facility, arranging for separation experiences, adjusting bedtimes, etc.
  • Go with your instincts.

Resources

Information & Support

For Parents and Patients

Baby Watch Early Intervention Program
Utah's network of service for children ages birth to three with developmental delays or disabilities.

Utah State Office of Education Special Education Rules
This policy provides detailed, technical information about Utah's Special Education services.

Utah Parent Center
A statewide non-profit organization, founded in 1984, to provide training, information, referral and assistance to parents of children and youth with ALL disabilities, including physical, mental, hearing, vision, learning, behavioral and emotional. Staff consists primarily of parents of children and youth with disabilities. The Center provides information on support and advocacy for families of children with special health care needs.

Utah State Office of Education, Special Education
Information about Utah schools including district and special education contact information.

Transition Tips for Parents of Young Children with Disabilities (PDF Document 447 KB)
This pamphlet developed by Shriners Hospital for Children, also called First Steps, provides information for parents on helping a child stay physically and emotionally healthy; beginning to involve a child in her own health care; encouraging independence; and resources and websites.

Services

Head Start/Early Head Start

See all Head Start/Early Head Start services providers (49) in our database.

Resources for Child Care Providers

See all Resources for Child Care Providers services providers (16) in our database.

School Districts

See all School Districts services providers (13) in our database.

For other services related to this condition, browse our Services categories or search our database.

Authors

Contributing Authors: Robin Pratt, 12/2005
Barbara Ward RN BS, 12/2005
Gina Pola-Money, 12/2005
Cheralyn Creer, 12/2005
Karen Ekker RN, 12/2005
Carolyn Green RN, 12/2005
Lynne Larsen-Miller, 12/2005
Elaine Pollock, 12/2005
Kathryn Post, 12/2005
Helen Post, 12/2005
Lisa Samson-Fang MD, 12/2005
Reviewing Author: Alfred Romeo RN, PhD, 10/2008
Content Last Updated: 11/2008