Transitioning from Early Intervention to Public School Programs

What are the differences between EI and public school programs?

Some differences are obvious and some are nebulous. Some differences are purposeful and others arise when the public school program falls short of its mission and intended structure. Among the differences you might notice:

• A shift in focus from family needs to services only for the child 
• A shift in where services are provided 
• Teachers replace parents as the child’s primary learning guide 
• Parents no longer qualify for direct training on issues related to the child’s behavior, communication, social skills, sensory needs, etc. 
• Related services are reduced to those that mainly impact the child’s education 
• Unless the child has an aide, reduced one-on-one attention and more teaching within a group setting 
• A shift in the teacher’s expectations of the child

Is the school now “in control” of my child’s education?

Yes and no. Parents are equal partners in the education process, but federal and state legislation puts the onus on schools to provide for the education of the child. Parents want what’s best for their individual child, while schools are obligated to provide an education according to guidelines written for the majority of children. As you can imagine, these two positions can often be at odds with each other, and school “politics” are a very real factor in decisions made. Most school systems take the reins, assume that as “educators” they know what’s best for children and steer interactions from this point forward until the child graduates or ages out of the system.

Where do I, as the child’s parent, fit into this process?

You are a mighty force in securing the best possible education for your child. You are the person most knowledgeable about the child and need to be his strongest and sometimes fi ercest advocate. Many parents assume the school will do this also.

Sadly, the reality is that the majority of schools will do only enough to satisfy the law and many do much less. From a legislative perspective, the onus may be on the public school to provide an appropriate education, but in real life, it’s up to parents to be the driving force to assure the child receives everything to which he or she is entitled.

Is there still a team working with the child, and a services plan that guides them?

The language and terminology in public school programs shift a bit, but the structure stays pretty much the same. The IFSP (Individual Family Services Plan) becomes the IEP (Individual Education Plan); the EI team becomes the IEP team. A case coordinator is still in place, although the professional’s responsibility rests more with managing the schooland related-services personnel, since the school is now responsible for coordination of services. The IEP team operates in a similar way, but meets less frequently, sometimes only once a year unless a situation arises that warrants discussion or a parent requests an IEP meeting. The IEP document still contains goals and objectives for the child, describes in detail the education plan for the child, related services agreed to, and how and when progress will be measured.

Will the team provide the education I need to understand this transition?

To a degree, yes, but probably not in the detail you would like or need. As a rule, the responsibility rests with parents to become educated about the federal laws governing the rights of the child and the provision of services, to learn the school “culture” as it relates to special education services, and to seek outside help for family issues or challenges that are not directly related to the child’s education.

Whose responsibility is it to make sure the child’s program is right for the child?

Responsibility rests with all members of the IEP team to create a program that fi ts the child’s learning needs and teaches the child to be successful in all aspects of the educational program. However, parents are the driving force in assuring their child gets the best possible education to which he or she is entitled. Don’t assume the school will make this happen on your child’s behalf. Be proactive, not reactive.

Do I have options as to which school my child attends?

To some extent, yes. As part of the transition to public school, parents should investigate schools in their area. In most cases, a child with ASD will be enrolled at the school that other children in the family’s neighborhood attend. With the child who is eligible for special education services, however, parents should be sure that the school is capable of providing the educational services the child needs. If not, the IEP team should consider other schools and/or programs that do. That doesn’t always happen, though; most schools will tell you their program is suitable for your child. It behooves parents to research other options before the fi rst meeting with the IEP team. Visit your local schools, observe their programs and meet the teachers. Assess how you think your child will fare in this environment.

How do I know if the program is right for my child?

The same components of a good EI program and the personnel qualities that make a great team apply to a public school program. In addition, there are other variables that contribute to a program’s success. In my experience working with the ASD population, the following 10 program elements should be considered:

1. Low student/staff ratio
2. Suitable class make-up 
3. Appropriate age range
4. Skill levels of current students
5. Related services offered
6. Autism-trained professionals
7. Appropriate classroom structure
8. Regular accountability
9. Well-defi ned behavior management approach
10. Effective collaboration among staff

How should the transition process unfold?

You’ll start with typical enrollment procedures for the school and initiate the additional steps required for a child with special needs. The three major parts to this process are as follows:

The Evaluation

It is up to the parent(s) to request that the school district perform an evaluation to determine if the child is eligible for special education services, and if so, what services will be provided and to what extent. It is recommended that you identify your child to the appropriate local district team when the child is 2.5 years old.

Eligibility Determination

Once the evaluations are completed, the parent(s) and the team of qualifi ed professionals determine if the child is eligible for special education services. Service eligibility varies from state to state, district to district. Once the team determines a child is eligible for special education services, an IEP meeting will be set up.

The IEP Meeting

During this meeting, the team, which includes the parent(s), discusses the evaluations and the Transition Plan presented to them and, based on this data, set up the educational program and decide on related services for the child.

What is a Transition Plan and what does it include?

A Transition Plan is a written document developed by the EI team and parents. It includes a description of the child’s current level of functioning, his strengths and weaknesses, services the child has been receiving, the child’s learning style, what reinforcers are particularly effective, etc. It’s helpful for all members of the IEP team to be involved in producing the document so biases are held to a minimum.

The goal in creating the Transition Plan is to provide as much information as possible to help the public school team understand how autism affects the child and his learning needs. The plan is presented to the school district team as part of the evaluation process for determining eligibility and prior to the development of the IEP.

How do I prepare for the first IEP meeting?

You start by becoming familiar with the federal and state laws that govern the provision of special education services to your child. In most cases, children are eligible for special education services in public schools under Part B of the Individuals with Disabilities Education Act (IDEA). This law is accompanied by a set of regulations that were issued in 2006. Copies of the IDEA law are available for free download at www.ed.gov/about/ offi ces/list/osers/osep or www.wrightslaw. com/idea/idea.2004.all.pdf. Each state also has organizations that provide parent training and education on special education issues. Parents can locate their state organizations—broadly called P&A or PTI agencies—at the ASA Web site: www.autism-society.org. In addition to IDEA 2004, parents should also explore three other federal laws that will impact their child’s education in public school programs:

• Family Educational Rights and Privacy Act (FERPA)
• No Child Left Behind Act of 2001
• Section 504 of the Rehabilitation Act of 1973

Parents who come into the meeting prepared for and aware of their child’s rights under IDEA stand a much better chance of negotiating the services a child needs. One caveat: the “best” education is not guaranteed under federal law. Laws require schools to provide an “individualized” and “appropriate” education, terms ripe for subjectivity and interpretation. The better prepared you are, the better the program for your child.

What happens during the first IEP meeting?

You and members of the school’s team will meet at a mutually agreed upon time to discuss your child’s needs and put together a document that describes the special education services and education plan for the child. This meeting is generally a few hours long and can be overwhelming for parents. You might want to tape-record the meeting or have a friend or another parent accompany you to take notes so you can focus on participation.

Prior to the meeting you should receive copies of evaluation reports done on the child, and if the school drafted an IEP, a copy of that draft. These should be mailed to you so you have ample time to review them. The group will discuss the Transition Plan, the evaluations and parent input about the child; create the educational plan; propose services; and hopefully come to agreement. At a minimum, the IEP should contain the following elements, many of which are similar to those included in the IFSP.

• Knowledge of child’s Present Level of Educational Performance (PLEP)
• Goals and objectives
• Progress reporting
• Outline of related services & modifi cations

The first IEP can and should document anything else discussed and agreed upon by the team. It is the legal contract that specifi es the education plan for the child. Parents should work with the school so that the document is detailed enough that it accurately describes how, when and by whom the child will be educated.

Children with autism have great potential to learn, grow and become functioning members of society. An early diagnosis followed by a quality early intervention program provides the foundation these kids need to succeed in school, and prepares parents and the family for the road ahead. This is a journey fi lled with many surprises, twists and turns. It is also an adventure that can fi ll our days and our hearts with unimaginable joys.

About the Author

James Ball, Ed.D., BCBA, has been in the fi eld of autism for 20 years, providing educational, residential and employment services to children and adults aff ected by autism. He is currently co-chair of the ASA Panel of Professional Advisors. For more information and to order his book Early Intervention and Autism: Real-Life Questions, Real-Life Answers, visit www. jbautismconsulting.com.