AUTISM AWARENESS THE ANNUAL ISSUE

WHAT FAMILIES NEED TO KNOW ABOUT TRANSITION FROM EARLY INTERVENTION TO PRESCHOOL

BY LAUREN AGORATUS, M.A.

Many families moving their child from early intervention (birth to age 3) to the educational system are surprised at the differences between the two systems

EARLY INTERVENTION

The Individuals with Disabilities Education Act (IDEA) covers both Early Intervention (Part C) and special education (Part B). But some parents describe Early Intervention (EI) as a "warm, fuzzy" environment as opposed to the more bureaucratic school district system. In EI the emphasis is on the child and family, and an Individualized Family Service Plan (IFSP) is developed; in the school district the central point is the child and their academic, behavioral, and functional achievement, and an Individualized Education Program (IEP) is developed. However, both systems have structures in place which focus on best outcomes for children. For young children in EI, this may center on:

• Social/emotional skills: This includes relating appropriately to other children and adults.
• Use of knowledge/skills: Under this category, this includes paying attention, language acquisition, and following directions.
• Appropriate behaviors: Emotional regulation, communicating needs appropriately, and skills for independence (e.g. dressing) are included here.

EI services may include developmental intervention; physical, occupational, or speech therapy; assistive technology; and family education and counseling, among other services. Early Intervention transition should start at approximately age 2 ½, not waiting until age 3. Families will need to then work with the special education system in their district to determine whether their child is eligible for special education, and what services their child needs.

PRESCHOOL CHILD WITH A DISABILITY

A transition conference should be held with parental consent to determine if the child is eligible for services. The Early Intervention and school district representatives meet with the family to develop a transition plan. Although EI reports are not part of the child's permanent educational record, this data may help inform determinations on eligibility, goals and objectives, and the services the child may need. Some common "related services" in special education include but are not limited to speech, occupational, or physical therapy; psychological services; and parent counseling and training.