Navigating the journey from early intervention through kindergarten
For families of young children with disabilities or developmental delays, the path from early intervention to kindergarten rarely follows one route. There are evaluations and IEP meetings, decisions about preschool, changes in services and sometimes unexpected obstacles along the way.
Three Families. Three Paths
Danielle Davis’s son started with the Arizona Early Intervention Program (AzEIP) at about 1 year old because of developmental delays. He gained skills quickly and exited the program, while continuing private therapies.
When he was almost 3, his feeding therapist mentioned developmental preschool, which provides services in a preschool setting to eligible children. The family requested an assessment from the Peoria school district. He qualified and attended for two years before kindergarten.
Lauren Glazner’s daughter, whose diagnoses include cerebral palsy due to a genetic condition, has a different path. The family moved to Tucson right as she was turning 3 and connected with their neighborhood school district. Her daughter attended developmental preschool for three hours, five days each week.
When the family bought a house in a different district, they found its preschool program offered fewer hours. Wanting more time in the classroom, they explored other possibilities including private preschool.
Lauren eventually learned that if she became a district employee, her daughter could attend the program they preferred in the original district. She became a substitute teacher and enrolled her daughter there. When her daughter starts kindergarten, she plans to return to their home district.
Alexis Liggett originally wanted her medically complex son to attend the same private preschool as his sister. When the school said it couldn’t accommodate his needs, the family began looking for alternatives. After working with her home district on accommodations, including a 1:1 nurse, he began developmental preschool.
When the family later moved, he enrolled in their new district. There, his home health nurse was also hired as his school nurse.
These experiences show that moving from early intervention to preschool to kindergarten is not always a straight line. Understanding the transition process and available resources can help families consider the best path for their child.
AzEIP to Preschool
Children from birth to age 3 can qualify for AzEIP if they have a significant developmental delay or a condition or diagnosis with a high probability of resulting in a developmental delay.
Anyone, including parents and professionals, can refer a child for assessment.
For children enrolled in AzEIP, planning for what’s next generally begins between ages 2 years, 3 months and 2½ years old, said Lisa Vallee, AzEIP’s Community Relations Liaison.
With the family’s consent, AzEIP can refer the child to the local school district’s Early Childhood Special Education (ECSE) program.
Moving from AzEIP to developmental preschool also means changing from home- to school-based services. The child’s AzEIP service coordinator will schedule meetings to discuss the child’s development and needs, possible programs and the transition timeline.
By the child’s third birthday, the home school district will conduct an evaluation. If the child is eligible, an Individualized Education Program (IEP) will be developed. If a child is not eligible, their AzEIP coordinator can provide information about other community-based options.
Families of children ages 3 to 5 who did not receive AzEIP services can also contact their neighborhood school district directly to request an evaluation. This is part of Child Find, a requirement under the Individuals with Disabilities Act (IDEA) that public schools locate and evaluate children suspected of having disabilities.
To qualify for an IEP, a child must meet the definition of a student with a disability, the disability must affect access to the general education curriculum, and the child must need special education or related services to make progress.
Families can invite others to IEP meetings, including relatives, friends or therapists. Meetings can address not only educational goals and services, but also practical concerns such as eating, communication and toilet training.
For some parents, this transition brings emotional challenges as well. A child may be riding a school bus or spending significant time away from home for the first time.
Parents of children who do not communicate verbally may worry because their child can’t tell them about their school day. Visiting the school and meeting staff ahead of time can help families and children become more comfortable.
“It’s usually harder on the parents than the children,” Vallee said, recalling parents in tears as they followed their children’s buses to school.
Families who are not sure developmental preschool is right for their child can still participate in transition meetings, learn about available services and consider their options.
Preschool to Kindergarten
Children who turn 5 years old before Sept. 1 can transition to kindergarten in their local district.
Before kindergarten, the child’s IEP team will review current goals and services, determine whether a reevaluation is needed and update the IEP for the kindergarten setting. A child’s eligibility category may also change as they move from preschool to school-age services.
Parents are important members of that process and are encouraged to meet the team in person, said Terri Berger, Preschool Program Specialist with the J.O. Combs Unified School District.
“Families can start building relationships with the special education teachers, psychologists and others.”
Parents are often as concerned about adaptive skills as academics. They may wonder how their child will handle a noisy cafeteria, use school bathrooms or manage eating independently.
Schools can help children prepare. Berger said preschool teachers in her district take students on visits to cafeterias and school-age bathrooms before kindergarten. The district has also offered a summer Kindergarten Bootcamp for ECSE students. Families can ask their own districts what transition activities are available.
Parents may also have questions about the classroom setting proposed for their child. Berger encourages families and school teams to look at the child’s individual needs and data when making placement decisions.
“The IEP is a working document and we can revisit it,” she said.
If parents disagree with a district evaluation, they can request an Independent Educational Evaluation (IEE). If the district agrees to pay for it, an IEE provides an evaluation by a qualified third party. The district must consider the results but is not required to adopt them.
Above all, Berger encourages families to communicate well with their children’s teams throughout the transition. Complete paperwork promptly, provide detailed information about your child’s needs and contact teachers when concerns arise.
“Approach concerns respectfully and kindly, not with frustration when possible,” Berger added. “Even in an email, messages and tones can get skewed. It’s important that parents feel comfortable enough to talk to the teacher. Many concerns can be solved and figured out with a conversation.”
