Planning for the transition from early intervention (Part C) to preschool services (Part B) is a very important step in the life of your child and family. Eligible children can receive special services and assistance (special education and related services) under this law. At the age of three there will be a transition process which may include:
You will be assisted by your Early Intervention Service Coordinator. Transition planning will begin months before your child enters preschool so that you have adequate time to explore your options and feel comfortable with your child’s placement.
The first step in the transition process involves a transition meeting with your Early Intervention team. At this time the procedures in your district will be shared with you. As part of this process you will be referred to your local school district’s Child Find. This referral can be made by your Service Coordinator.
Child Find is responsible for assessment and identification of young children who might be eligible for services under IDEA. The team’s evaluation may include any or all of the following: health, vision, hearing, motor, social/emotional, general, and communication skills. These tests must be conducted in your child’s preferred mode of communication (spoken language, sign language or a combination).These evaluations are offered by the district at no cost to you as the parent. You should also share any current assessment data that you have with the team. They may decide to include some of the data into the overall assessment.
There are guidelines in the law covering the different steps required to complete a child’s transition between services. This period is filled with assessments needed by the school, visiting school programs, learning even more about how one’s child learns and communicates best... so most families would benefit from even more transition time to mull over decisions and meet the key people who will be involved in their child’s life in school. This additional time can greatly ease pressure on parents as well as allow for more time for the family and the school personnel to develop a positive relationship.
Once the evaluations are completed, a team will be convened. You are an important member of this team. At this meeting the assessment results will be shared and discussed as they relate to your child’s educational needs and subsequent placement. Once your child has been determined eligible for services, the IEP team will develop an IEP (Individualized Education Plan) for your child. This plan will state the goals for your child and the services that will be provided by the school.
The team needs to include parents and/or guardians, first of all. A representative must be present who can make decisions on behalf of the lead educational agency, (LEA) otherwise known as the school district. A deaf education teacher is generally present on behalf of the future service providers and the district. One regular education teacher must also attend. School audiologists and speech therapists should also attend. If a child has additional health care needs, other professionals may also be invited. Childcare providers or extended family or others invited by the parents with a special interest or knowledge of the child may attend, including an advocate or another adult to support the parents and take notes at the parents’ discretion.
There are many options for educating your child. The law mandates that a continuum of services be discussed. One basic tenet of IDEA is that public agencies must ensure that to the maximum extent appropriate, children with disabilities, including children in. As your child moves into Part B services, you will work with a team of professionals to develop a plan (IEP) that addresses the unique needs of your child. A part of this process could be developing a Communication Plan for your child which ensures among other things that all educational options have been explored.
*A sample communication plan can be found at www.cohandsandvoices.org
As part of developing the IEP, the team needs to consider the unique needs of the student including the need for accommodations and modifications. Here is a list that should be considered for students who are deaf or hard of hearing:
Amplification Options
Assistive Devices
Communication Accommodations
Physical Environment Accommodations
Instructional Accommodations
Curricular Modifications
Evaluation Modifications
Other Needs? Considerations.
Source: Johnson, Benson, & Seaton. (1997).Educational Audiology Handbook. Appendix 11-A, p.448. Singular publishing Group, Inc.
The transition time between early intervention Part C and preschool services Part B can feel overwhelming but the key to ensuring that this transition goes as smooth as possible is having time to learn and prepare. There are many articles on the Hands & Voices website that are very informative. Go to www.handsandvoices.org and go to resources and then there will be a drop down of articles. This is a new stage for families to learn and grow and Guide By Your Side Parents can be a nice resource to help families through this stage in their journey. ~
Lisa Kovacs is the GBYS Coordinator for the Indiana Hands & Voices Guide By Your Side Program, and the Hands & Voices GBYS National Liaison for state programs.
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