Article
How does a transition to preschool work with CVI?
If your child with CVI is approaching age 3, you might be anxious about their Individualized Education Plan (IEP). While it’s different in every state, we’ve created a step-by-step plan for how your child’s timeline to transition should look.
Your child’s transition to preschool is exciting. It’s also a big step for you! Kids 3 and under who have developmental delays, including visual impairments, get services through Early Intervention. After that, they typically transition into the Special Education system at preschool and beyond.
Ideally, Early Intervention can be a huge, steady resource—so you might be nervous about the leap! Remember: Your child will still have educational support. The biggest change is that they will switch service plans, going from an IFSP to an IEP (more on that below).
Understanding the IFSP
During Early Intervention, your child should have services through an Individualized Family Service Plan (IFSP). This plan is:
- For kids under 3
- Family-focused
- Based on your infant or toddler’s developmental needs
- Designed to provide services in your child’s natural environment (usually home or daycare)
- Governed by Part C of IDEA, which is the United States’ special education law. It ensures that all kids with disabilities (including CVI) have access to a free, appropriate public education that meets their unique needs and prepares them for education, employment, and independent living.
- Typically overseen by a service coordinator
Understanding the IEP
Once your child enters school, they’ll receive services through an Individualized Education Plan (IEP). This plan is:
- For kids 3 to 22
- Child-centered and provided in a school setting
- Based on a diagnosed disability and eligibility
- Provides specially designed instruction to support your child’s education
- Governed by Part B of IDEA
- Typically overseen by a case manager
Learn more about the differences between an IFSP and IEP here.
How to plan for a transition
You’re not on your own. Your EI team will help you make plans to switch from an IFSP to an IEP through a series of steps.
- Your EI team should begin the planning process by the time your child turns 2, as part of their IFSP.
- Your child should be referred to your public school district for special education evaluations in all areas of suspected disability. Your EI service coordinator typically makes this request.
- Your EI team must host a transition planning conference (TPC) at least 90 days before your child’s 3rd birthday.
- Your EI should complete updated CVI assessments to make sure the team has the most current baseline data available for how CVI impacts your child’s access to instruction, learning materials, and the environment to support the transition to an IEP.
- An IEP meeting with your public school’s special education team then needs to be held in time for your child to begin preschool on their 3rd birthday.
For more information on the timeline for transition, check out our helpful webinar.
What to expect at the TPC
This is an important information-gathering session. Again, it’s typically held at least 90 days before your child’s 3rd birthday. Your team will talk about goals, timelines, evaluation plans, and education program options. No question is too small! Here’s where you can discuss:
- Where your child might receive services, from a standard preschool to a Head Start program. As parents you have a right to understand all options for placement, both inside and outside the school district.
- How a typical preschool day unfolds
- How services will be implemented
- Which evaluations and assessments to request
- The timeline for an IEP meeting and transition
- Whom to contact with more questions
The IEP evaluation process
Next up: Evaluations! Before they start, you should ask your team:
- Where will the evaluations be done: home or school?
- Who will complete them?
- Do they have experience working with kids with CVI?
Request that your child receive assessments in:
- Functional vision
- Orientation and mobility
- Learning media
Learn more about CVI assessments here.
The IEP meeting
Next, you’ll meet with your child’s special education team to go over data from the evaluations and to formulate a plan. Timelines for this process can differ by state. In Massachusetts, here’s what happens:
- Your EI team refers your child to your school district for a special education evaluation. The district must request your consent within 5 days of receiving the referral.
- You need to sign a consent form before evaluations begin.
- Your district must conduct their assessment within 30 school days of getting your consent and meet with you within 15 school days of the assessment.
- They must send out meeting invites within 7 days of the proposed date. Remember: You can always ask to reschedule.
- You’re entitled to see the assessments 2 days before the meeting to prepare. Request this in writing.
- At the meeting, the team will use assessment data to create your child’s IEP document, which includes present levels of performance, goals and objectives, accommodations and supports, and service delivery.
While this may seem overwhelming and maybe even a bit out of your control, take heart: A key part of the IEP is a parent vision statement. This is where you share your visions and goals for your child’s preschool experience. What do you hope they will accomplish? What are your goals for the next 1 to 3 years? As your child gets older, they’ll help with this portion. Right now, this is your time to speak up and share.
Here’s an example of a vision statement:
“Considering the next 1 to 5 year period, the Team envisions that Lucas will continue to develop his communication/social skills given his strong social motivation and engagement. The team’s shared vision is for Lucas to develop academic skills so that he will gain confidence as a learner and demonstrate his many strengths. Importantly, the Team wants Lucas to learn and apply skills related to independence and self-advocacy as he moves on from grade to grade and accesses community activities/resources.”
For even more information on every aspect of the IEP, visit our comprehensive CVI IEP guide, which dives into every portion of the document in detail.
If you disagree with the IEP
You might not agree with every recommendation in your child’s IEP. This is common. While it’s best not to reject the entire IEP—since this is your child’s first one, there’s nothing to revert to in the meantime—you can reject portions of it, such as placement or certain services or goals. You can also call a new meeting at any time to amend the IEP. Here’s useful advice about how to push back productively.
How you can prepare for preschool
Preparation is key—and it’s possible! Here are some important ways to get ready from a medical, developmental, and emotional standpoint.
- Attend a workshop or training about transition through your EI program.
- Visit your local preschool for a tour, and ask your TVI to tour with you. If your school doesn’t offer one, make sure to request it.
- Ask if your child can tour the school, too, and meet their future teachers.
- Create a file (box or online) for your child’s essential paperwork, such as current IFSP, medical records and eye reports, assessments and evaluations, and meeting notes to share with your new team.
- Develop an “All About Me” document for your child, with a medical overview, eye reports, likes and dislikes, and anything else you think their educators should know.
- Know your state’s timelines. For example, in Massachusetts, when your child is referred for a special education evaluation, your district must request parental consent within 5 days and complete an assessment within 30 working days after receiving it. Your state’s department of education should have this information.
- Connect with your local school district’s Special Education Parent Advisory Council (SEPAC). All districts are legally required to have one, and this is often a supportive community of parents who can provide support, advocacy advice, and camaraderie.
What if preschool isn’t a fit?
Many kids with CVI attend school in their local communities. When an IEP is written, educators consider the concept of least restrictive environment (LRE). This is a key part of IDEA. It means that your team must make sure that your child has the maximum opportunity to learn alongside kids without disabilities, while also receiving the specialized services, supports, and instruction required for them to access the learning curriculum.
Sometimes, though, this isn’t an option. If your child’s needs can’t be met in your home district, your team will consider other placements, such as specialized preschools or home-based education. Learn more about placement here.
For even more information about moving up to preschool, watch our Planning for Preschool video.
