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February 2010 Moving from Early Intervention to PreK: What Parents and Caregivers Want to KnowFelicia Fahl Gooler

Young children with special needs might be making a transition to a family child care program, a community-based child care center program, or a PreK program housed in a public school setting. In your experience do young children with special needs do better moving into one type of early childhood program over another?

Finding the best fit for your child and your family will be an important task that will begin when you first start early intervention. Reflecting on your child’s strengths and needs can help you define the type of environment that will best match and challenge your child’s abilities. The driving factor in your decision should be centered on the intervention and instructional strategies available.

As the date for transition nears, explore all options available in your community, such as community preschools, park district preschools, agency preschools, Head Start, child care, state-funded PreK or Preschool for All, and early childhood special education. As you observe and talk to staff and other parents, consider the following:

• What is the philosophy of the program? Does the program emphasize academic skills? How does the philosophy and program approach match your family values?
• What skills will your child need in order to have a smooth transition?
• What types and level of services will your child need, and can the setting provide those? Will instruction be individualized for your child?
• Is the program full-time or part-time?
• How are children engaged with the teachers and the environment?
• Is the setting inclusive? Are children of varying abilities together in the classroom, and what instructional methods are used to be sure that everyone is fully involved in all aspects of the day?
• What is the role of the family in this setting? Are parents welcome to come to the school anytime? What support is available to parents?
• What are the staff qualifications? Are they trained in special education?

There is professional debate regarding the inclusion of children with special needs in community-based settings, and many parents of young children with disabilities struggle with placement decisions. By law, it is the right of every child to be served in inclusive settings. However, the bottom line is finding a good fit for your child and your family. I encourage parents and caregivers to explore the options available in your community.

What are some effective ways that teachers/caregivers can help young children (and their families) anticipate the transition to PreK in the weeks and months before they make the transition?

One of the most important tasks for early intervention providers and preschool staff is to build partnerships with parents and caregivers that embrace the positive aspects of the transition process. Professionals can help families look forward to the opportunities that this transition will bring themselves and their child. Encourage parents to ask questions and share information. There are a number of concrete ways for families to prepare themselves and their child:

1. Start early to build transition goals into the child’s IFSP. At least 6 months ahead of the child’s 3rd birthday, think about goals that may be appropriate for the next setting.
2. Be positive!
3. Attend the transition meeting with the early intervention program and the school district. Find out when the transition will take place, how eligibility will be determined, and who will be involved in making the placement decision.
4. Learn about your child and family rights.
5. Visit preschool programs in order to see what type of program would be the best fit for your child.
6. Plan experiences that your child will encounter in the preschool, such as playing with other children, sitting in a circle and listening to a story, etc. Attend group activities at the local library or a community play space, arrange play dates with peers, and visit the preschool program.
7. Find out in advance what skills will be required within the classroom routines. For example, do children go to the bathroom as a group? Is there a schedule for changing diapers and working on toilet learning? Do children serve themselves at snack?
8. Teach specific skills that will be needed in preschool such as putting toys away after playtime, washing hands, putting on a coat, etc.

Are all children who had Early Intervention Program services also eligible for Early Childhood Special Education (ECSE)?

Not necessarily. The school district will most likely perform a multidisciplinary evaluation of each child referred. The family plays an important role in sharing information about their child. After the transition planning conference, the school district will conduct a “domain review” to determine if further evaluation is required. During this review, the team, including parents, will look at whether or not the child has an identified disability, the child’s current levels of academic achievement and functioning, whether the child’s disability has an adverse affect on the child’s ability to participate in and benefit from age-appropriate activities, and whether or not the child needs special education and related services.

The process for determining eligibility brings together a lot of information about the child from many different sources. The parent role in this process cannot be understated. Parents should be consulted with regard to the accuracy of the reports and can share additional information with the school team. If parents disagree with the eligibility results, there are options for due process available through the service coordinator and the IEP team.

The main goal of the eligibility process is to determine whether ECSE is a good fit for the child. If the child is not eligible, the parents can seek other community placements and supports.

Does my child make the transition as soon as she turns 3, or can she wait until the next school term begins?

Ideally, preschool services will start on the day the child turns 3 or shortly thereafter (within a week) in order to continue services. Advance planning will provide time for transition activities that will be beneficial in making a smooth adjustment, such as visiting the classroom, meeting the teachers, and interacting with other children. Because children turn 3 throughout the year, the school is prepared to welcome children at what we may consider odd start times for the school year.

How may I make sure that a child who receives Early Intervention services does not experience a break in services when moving to PreK?

Advanced planning is the key to a seamless transition. Start preparing parents for the transition at least 6 months in advance of the child’s 3rd birthday, if possible. Attending the Individualized Family Service Plan (IFSP), transition, and Individualized Education Plan (IEP) meetings that precede a child’s preschool placement will ensure that the child can begin school as soon as she turns 3.

Should there be a small gap in services (summer vacation), parents and other caregivers can continue to provide a supportive environment, working on goals from EI and preparing the child for skills needed in the next setting.

I have heard and read horror stories about families fighting to get their child services in the public school system. Since my child is already receiving services through Early Intervention, will the transition process be less painful? 

The knowledge that you gained as a result of being in the Early Intervention (EI) system will be valuable as you and your child enter Early Childhood Special Education (ECSE). While the more personal aspects of the transition may still be hard, the more information you have about the differences between EI and ECSE, the more opportunity you will have to reconcile these differences.

In comparing EI and ECSE, one of the most important distinctions is found within the goals of each program. In EI, the focus is on family-centered approaches; in ECSE, the focus is child-centered and the goal is to educate the child. It is very important to acknowledge that ECSE is an educational service, focused on instructional strategies. All related services, such as OT, PT, speech, etc., are determined based on the benefit to the child’s educational program. In addition, the IFSP process helped determine the type, frequency, location, and duration of EI services. In ECSE, services are determined by the Individualized Education Plan (IEP) team.

As a parent, you are a key member of the IEP team. You can use the skills you learned in EI to design goals for the next year. As a team member, you will then help determine the supports and related services that your child will need in order to make progress and participate in age-appropriate activities. Parents and professionals may differ in their recommendations for related services. Those horror stories you’ve heard about probably originate at this point in the process.

Knowledgeable parents are best equipped to ensure that their child receives the most appropriate services. To prepare for the IEP meeting:

1. Get copies of all recent evaluations, and if you are unsure about the meaning of the results, ask someone from the IEP team to interpret them for you.
2. Discuss the reports with others, including your spouse and other family members, other parents, your EI providers, etc.
3. Write down any questions regarding the results and bring those to the IEP meeting.
4. Think about what supports and services may be needed in order for your child to accomplish what you want.

During the IEP meeting:

1. Provide information about your child’s strengths and needs.
2. Listen to other team members’ perspectives.
3. Be persistent about what is best for your child.
4. Remain positive and confident about your role as an advocate for your child.

If you have concerns about the IEP outcomes, talk to the IEP team. If you are still not satisfied, you may want to go to other resources, such as Educational Rights and Responsibilities: Understanding Special Education in Illinois (PDF). 

Can you identify examples of common practice in the transition from the EI Program to PreK that are ineffective for young children and families?

Transition practices are based on guidelines set forth by federal and state laws regarding services for children with special needs. In particular, the Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004) provides the federal mandate for special education and related services. Part B of IDEA 2004 focuses on the requirements for providing special education and related services for children and young adults, ages 3 through 21 years. Part C of IDEA 2004 focuses on the requirements for providing services and supports for young children, birth to age 3.

The interpretation of this law determines each state’s practices regarding transition. The Illinois State Board of Education provides a number of excellent resources that outline guidelines for best practice in transition services. Common practice should always be that which is in the best interest of the child and family. As with any service or program, deviations from best practice do occur. Poor practices might include lack of communication between the sending and receiving program, scheduling the IEP when the whole team is not available, not providing enough time to visit other programs, discounting family input and concerns, etc. When this happens, those horror stories from a previous question can be the result. Open communication, excellent listening skills, and empathy are key to helping establish the trusting relationship needed through the transition process.

How does an Individualized Education Plan (IEP) differ from an Individualized Family Service Plan (IFSP)?

The IEP and IFSP are both planning documents that outline services and supports to children with special needs. The IFSP focuses on the unique needs of the child and family within natural environments, frequently the home, and is used in early intervention (birth to age 3). Once children are ready for the IEP (ages 3–21), the focus shifts to the child’s educational goals and preparing the child to learn within the school system. The table below outlines the major differences between the IFSP and the IEP.

IFSP	IEP
Focus
The focus is on the family and the functional supports that the family needs in order to nurture the development of the child.	The focus is on the child and the educational and related services that the child needs in order to learn and grow within the school system.
Eligibility
Child must have 30% delay or more in one or more developmental area or have an identified disability. The IFSP will include a statement of the child’s status in cognitive, language, motor, social, emotional, and adaptive skill development.	Child must meet qualifying criteria set by school district. The IEP will include a statement of the child’s present educational performance and how his or her delay or disability affects his or her participation in educational activities.
Plan Development
The IFSP is developed by the IFSP team, including parents. The IFSP will include a statement of the child and family’s strengths and resources. Goals are developed based on the child’s developmental and functional needs and the needs of the family.	The IEP is developed by the IEP team, including parents. The IEP includes measureable annual goals and objectives for meeting the child’s needs within the educational setting.
Service Delivery
Services are delivered in the child’s natural environment, most likely the home. Parents and caregivers are included in each therapy session. The IFSP will include strategies and therapies that the child will receive, including the frequency, duration, and location of services.	Services are delivered in the least restrictive environment. The IEP will include a statement of the modifications and supports that the child will receive to attain annual goals, to participate in the general education curriculum and to participate in nonacademic school activities, and to participate with other children with and without disabilities. The IEP will include a statement of the location, frequency, and duration of all services and modifications.
Plan Evaluation
Children are evaluated at least every 6 months or as necessary.	The IEP is updated annually.

 

Are there specific strategies that parents can use to help prepare their child for the transition to PreK?

Parents can use a number of activities to help prepare their child for transition to the school environment. These activities are wonderful strategies that can be used when children are moving from one setting to another. These activities can be adapted for any situation. One of the most important pieces of advice that I can give you is to be POSITIVE when you are moving through these activities. Your child will pick up on your optimism.

1. Gather information about the school and the teachers. Talk with the teachers about the classroom routines and expectations. For example: What happens when children first get to school? Do the children sit for circle time? Are children expected to raise their hands? What is the bathroom routine? Do children serve themselves snack?
2. Talk to the teachers about any challenges or adjustment problems that you are anticipating with your child.
3. Visit the program with your child and take pictures of the environment and the teachers. Show your child his or her cubby and the bathroom. Make a book of the pictures with a story about your child’s day at school.
4. Adjust your child’s schedule to meet the needs of the school. Practice getting up earlier, eating snack at a certain time, etc.
5. Provide your child with opportunities to interact with other children through the local library, park district, play dates, or play groups.
6. Prepare your child for making transitions such as learning to wait in line and following directions.
7. Practice separating from parents and home.
8. Practice self-help skills such as putting on shoes and coat, washing hands, and picking up toys.
9. Read stories about children going to school.
10. Continue to communicate with your child’s teacher, sharing information about your child and asking questions.

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