Transition: From Home or Early Intervention Services to Preschool Special Needs (continued)

Should the results of the developmental information provided by parents and the comprehensive developmental assessment indicate the child is eligible for special education services, an IEP will then be written. The IEP will contain the details of the preschool services needed for the child and the types of services to be provided.

The change from family centered services to services which focus on the child may be the greatest adjustment for both the parent and child. The setting for service delivery moves from the home or a therapy-based center to a more formal school setting with an emphasis on educational needs.

Ages and Stages: The Toddler Turned Preschooler

Each child with a preschool delay has a unique combination of abilities and disabilities. Skills that most children acquire in the first five years of life may need to be specially taught to children with a combination of needs. Some preschoolers with delays require preschool special needs services which help improve thinking, language, movement, self-help, play, and social skills, which are important for development of a preschool child’s potential.

Making the Transition Smoother

Transition from early intervention services to preschool services may be easier if the parent is aware: 1) of the change in types of services from the medical model to the educational model; 2) that services will need to be based on an educational need rather than a therapeutic need; and 3) that the use of classifications or labels for the child will be common place. Parents may need to learn new special education terms. There will be less contact with parents since the focus will be on the child who is now considered as a student. Parents may also need to learn to request more explanations since a case manager or support coordinator will generally not be provided by the school to fill that role.

Meetings with school staff and visits to the proposed school site may be of benefit to the parent and child. Often, introducing a child to just a few students at a time over several days is helpful. Meeting other parents and sharing concerns may help relieve some anxiety. Finding an organization or class to learn more about a child’s needs may also be useful.

Reference

Arizona Department of Education, Exceptional Student Services, Parent Information Network. (2005). Information Sheet: Preschool delays: Moderate, severe, and speech/language. Phoenix, AZ: Author.

Books

Arizona Department of Education, Exceptional Student Services, Transition Services. (2004). Navigating the transition highway: From tots to teens with ease. Phoenix, AZ: Author. Available from the Parent Information Network, 928-679-8102 or 800-352-4558.
Batshaw, M.L. (ed.) (2001). When your child has a disability. Baltimore, MD: Brookes Publishing.

National Information Center for Children and Youth with Disabilities. (2003). Parenting a child with special needs: A guide to reading and resources. (3rd ed.). Washington, D.C.: Author.

Organizations

Arizona Department of Economic Security, Division of Developmental Disabilities, 1789 W. Jefferson, Phoenix, AZ 85007, 602-542-0419, www.azdes.gov

Arizona Department of Education, Exceptional Student Services, 1535 W. Jefferson, Phoenix, AZ 85007

Parent Information Network, 928-679-8102 or
800-352-4558, www.azed.gov/ess/pinspals Preschool Special Education, 602-542-5448 or
800-352-4558, www.azed.gov/earlychildhood

National Dissemination Center for Children with Disabilities, P.O. Box 1492, Washington, D.C. 20013-1492, 800-695-0285, www.nichcy.org

PACER Center, 8161 Normandale Blvd., Minneapolis, MN 55437-1044, 952-838-9000, www.pacer.org

Pilot Parents of Southern Arizona, 2600 N. Wyatt, Tucson, AZ 85712, 520-324-3150, www.pilotparents.org

Raising Special Kids, 2400 N. Central Ave., Ste. 200, Phoenix. AZ 85004, 602-242-4366 or 800-237-3007, www.raisingspecialkids.org