Choosing a Preschool and Preparing for Your Child's First IEP

Let’s start with the basics: think about what will work best for your child and family. What kinds of schools are available to you and what services do they provide? What will your child need to be successful? List the things you want and need by asking yourself: What is essential, and what would be convenient to have?

Here are some ideas to help you get started:

• What kind of preschool would you like your child to attend?

  • Public school
    • District-provided general education class
    • Separate class or preschool for children with disabilities
  • Head Start
  • Private or community-based preschool

• Do you want a neighborhood school? Are you willing to drive farther to a school that better meets your family’s needs?

• Do you want your child to attend an inclusive class with neurotypical peers, or would you prefer a special education classroom that offers more specialized support, such as an autism program?

• Do you need a school with more or fewer hours? For example, does your child need a shorter day (between two and four hours) or an extended day (between five and eight hours)? Do you need childcare that fits your work hours?

• Do you want your child to have access to school-based occupational, physical, and speech therapists? (Read more about the differences between school and clinic-based services as well as the many related services that school districts can offer.)

• What specialized support does your child need to stay safe? Make a list of every support you think they may need — and check out our list of accommodations for preschool here! It’s better to know the school can accommodate something your child doesn’t end up needing than to find out it’s not available later if your child does need it.

  • While you’re considering the supports your child might need, think about how a school program might best play to their strengths. Write down some of their wins and successes. What kind of program do they do best with? Do they do well with the freedom to choose their own activity, or do they do better in a structured environment?

It's a good idea to consult your child's doctors, therapists, and specialists for recommendations, especially if you're unsure. Ask any early intervention providers for exit documents that may contain recommendations.

Families in California with children aged four may also consider transitional kindergarten (TK) programs within public schools rather than a preschool program. Read more in our article about early education options in California.

Placement options

When considering placement, ask your school district to share information about all options with you. If they decide to only show you one kind of placement, remember that placement cannot be decided before the IEP meeting or without your input. You are an equal member of the IEP team, and you can’t discuss placement without knowing about all the options.

As you’re considering different placement options, remember that the Individuals with Disabilities Education Act (IDEA) requires that your child be educated in the least restrictive environment (LRE). This means that every student should have access to the general education curriculum while their academic, social, emotional, and behavioral progress and growth are supported. For example, suppose your child can be in a general education classroom with the support of a classroom aide. This is what should be provided. Your child should only be removed from a general education classroom if supplementary aids and services cannot meet their unique needs in that environment. (You can read more about IDEA here and LRE here.)

Keep in mind that seeing placements you think you might not want for your child can also be beneficial. Getting a "real picture" of a program that might be presented well on paper can be useful when it comes to advocating for the placement your child needs. You can also narrow down your choices by excluding any programs that do not provide models or services your child might need, such as:

• Inclusive model that includes typically developing peers
• Aides or instructors who use sign language
• Physical therapists and other accessibility features for children with orthopedic impairments

Consider learning about Head Start, a federally funded program to provide childcare programs through local community organizations. Head Start programs must include children with disabilities as at least 10% of their enrollment and therefore often waive low-income requirements for children with disabilities. The federal government committed to providing special education services for early intervention in inclusive settings. In 2017, the US Department of Education issued a letter on the importance of inclusive early education, followed in 2023 by a Policy Statement on Inclusion of Children With Disabilities in Early Childhood Programs (PDF). Both documents reference the well-documented benefits of inclusion for outcomes, especially in early intervention.

You can learn more about placement options here. To read about what makes a preschool program inclusive, check out our three-part series with Dr. Mary Falvey:

• Inclusion and Preschool Part 1: What Is Inclusion
• Part 2: What Inclusion Looks Like
• Part 3: How Teachers and Parents Can Facilitate and Model Inclusion

Can you decline placement and accept services on the IEP in preschool?

Yes, but it depends on the district. Non-Attorney Special Education Advocate Lisa Carey tells us, "Typically when a parent accepts the services and not placement, they take their child to the district school at a prearranged time for services at the frequency agreed upon in the IEP."

Dr. Sarah Pelangka, BCBA-D, special education advocate and owner of Know IEPs, adds, "Generally speaking, if you are in disagreement with their offer of say, a [separate] class but you want the speech and language services, you can opt to bring your child to them only for those services. It is possible to get services in a private setting (general education setting when the district doesn’t offer general education preschool) but it’s hard and the family will likely need to enlist support of an attorney, advocate, etc. But in short, you can accept services without agreeing to a [separate] class as school is not mandated at that age. I always encourage my families to tour the programs before making any decisions and ask if the district does offer a general education preschool option."

Touring potential preschools

Once you have your list of questions, wants, and needs ready, contact the schools you’re considering or the district to set up tours. Ask to tour all class options that may apply to your child (for example, a general education class or a special day class, or SDC) so you’ll have a firm understanding of what is offered in each class. You may also consider touring a private school that may be a more appropriate match for comparison; however, remember that the district is not legally required to implement your child’s IEP in a private school setting. Many parents feel uncomfortable asking hard questions during tours, but remember that you are your child’s most important advocate, and you should never feel bad about making sure they will be supported and safe at a school that fits their needs. Many quality programs encourage parents to help school staff with safety checks throughout the year; your feedback can help improve a school’s environment and procedures.

It's a good idea to write down any questions you may have before the tour to make the most of your time with school administrators and teachers. It's also helpful to get a phone number or email address if questions arise later. Take a notebook with you to write down anything that might come up during your tour. If you're an Undivided member, be sure to download our comprehensive tour checklist to take with you!

If your child is under 3, you may be receiving early intervention services under Part C of the Individuals with Disabilities Education Act (IDEA), a federal law that provides children with disabilities special education and related services.

Every state has an obligation to ensure a smooth transition from IDEA Part C to Part B when your child turns 3 years old. The most important thing is to start early and be proactive in keeping the early childhood Part C provider and your school district to the federally and state-defined timelines.

Here's the timeline the law guarantees, so you know what to expect and when:

Federal requirements (34.CR § 303.209):

• The Part C provider must hold an IFSP meeting at least 90 days and no more than 9 months before your child's third birthday. The school district must send a representative.

• The school district (LEA) must send a representative to attend the IFSP meeting.

• At the IFSP meeting, the Part C provider will develop a transition plan that must include transition steps and services, including confirming transition notification and documents (evaluation and IFSP) shared with the school district with parental consent.

• The LEA must conduct an initial evaluation (within 60 days of receipt of parental consent or state-established timeframe or sooner if the evaluation timeline expires after the third birthday).

• The LEA must hold an IEP meeting to determine eligibility and write an IEP that can be implemented by the child’s 3rd birthday.

Be sure to check your state regulations also, which may have requirements beyond the federal timeline. For example, in California, Part C providers must start the transition process six months before the child’s third birthday.

Late referral

Many children will be identified as having a disability within this 27-36 month window. The timeline changes depending on when your child is found eligible for Part C services. If your initial IFSP is within 90 days of your child’s third birthday, the two processes (IFSP/IEP) are combined.

Summer birthdays

If your child’s birthday falls during the school summer break, the initial IEP should be scheduled before the break to ensure all the school district personnel are available to conduct the initial evaluations to determine eligibility and hold IEP meetings.

Tips for your IFSP transition meeting

• At your IFSP transition meeting, request to tour possible programs before your IEP meeting.
• You will likely be given an assessment plan within 15 days of this meeting, which you should sign, starting the 60-day assessment timeline.
• During this time, you may have to take your child to a school to be assessed by various therapists and a school psychologist, often an education specialist (special education teacher).
• If your child is already in an inclusive preschool setting, ask for them to observe your child in that setting.
• Request that you receive assessment reports one week before your initial IEP meeting.
• Push back if your school district proposes holding the initial IEP on the child’s birthday (you have plans that day) because it gives very little time for resolving possible disagreement.

What happens in the initial IEP meeting?

At the initial IEP meeting, the therapists who conducted the assessments will explain those assessments and their recommendations. As a parent, you are an essential member of your IEP team. Do not hesitate to ask questions — it is important that you understand the assessments. If it doesn't sound like your child, speak up!

If your team determines that your child is eligible for an IEP, they will work together to create an IEP document. That document will determine your child’s special education services and support for one year. The document will lay out your child's present levels of achievement—it should focus on strengths and what your child can do. It will also identify areas of need—challenges. For each area of need, the team should write a goal for your child’s progress. These goals are the most important part of the IEP, as they drive the services and supports your child will be offered. The IEP team will also discuss placement, but bear in mind that the starting point should always be a general education setting.

Remember that you are a member of the IEP team and cannot fully participate if you don’t have the information that you need. It is the school district’s responsibility to ensure that you can participate. If you (or a co-parent) need an interpreter or documents translated, let your case manager know as early as possible.

What if my child is not eligible for an IEP at age 3?

Eligibility for Part C and Part B have different criteria; therefore, there may be children who are eligible for Part C but do not qualify for Part B, as well as children for whom early intervention was so effective that they no longer need special education services.

You know your child. Trust that, and don't hesitate to ask for what they need.

If your child has not had IDEA Part C early intervention services, you can request an IEP from the district 90 days before their third birthday. You should try to start the transition process as early as possible because it may take more time than you anticipate. Read about how to request an IEP meeting here. Within 15 days, the district must create an assessment plan for your consent.

Attending your child’s first Individualized Education Program (IEP) meeting can be overwhelming. You’ll come across many new words and acronyms, and the IEP itself has many parts. We’ve outlined the essentials below to help you get organized and prepare for your IEP meeting!

What is an IEP?

An IEP is an outline of services and supports that the school or district will provide at no cost to the student’s family to ensure their needs are met. All students who receive special education services must have an IEP — and all IEPs must ensure that the student has access to a free, appropriate public education (FAPE), as outlined in IDEA. You can read a quick explanation and background of the IDEA and FAPE here.

• Who is eligible for an IEP?

A child is eligible for an IEP if they meet the criteria for one of 13 eligibility categories and cannot make adequate progress in school without special education services.

• Who develops an IEP?

After a formal assessment by the school or district, the IEP team (which includes the parents) is created — read about the members of the IEP team and who is legally obligated to attend here. Your team will meet and review the assessments to determine whether a child is eligible for special education services. If so, they will design a program to address the child’s educational needs that arise because of their disability; this program is outlined in the IEP.

• How will my child be assessed?

A thorough assessment is the key to creating a strong IEP that accurately reflects a child’s goals, strengths, and areas of need. To qualify for an IEP, a student must receive an initial full assessment by a school psychologist, special education teacher, or other service provider. A full assessment is multidisciplinary, meaning it will include multiple areas of interest, such as social skills, communication, and academic performance.

• When is an IEP developed?

An IEP meeting must be held within 30 days after a student has been deemed eligible for special education and related services. (In most cases, they do it at the same meeting.) Another important timeline is the district has 60 days to evaluate a child after the parent's consent to assessment is signed. Learn more about IEP timelines here.

• Types of IEPs

Your child’s initial IEP will include the following components:

• Present levels of performance (PLOP)
• Annual IEP goals and how they will be measured
• Related services
• Supplementary aids and services
• Statewide testing and accommodations
• Service delivery
• Placement and educational setting (general education or separate classroom or school)

Once your child’s initial IEP is complete, you’ll have annual and triennial IEP meetings, as well as other options for reassessment and amendments. Read more about types of IEPs here.

Translating IEP language and common special education acronyms

During the IEP process, you may come across many acronyms and unfamiliar words. Check out our comprehensive guide to these here.

Parent training

One essential service an IEP can provide is parent training and counseling. You can request this at your IEP meeting to help you learn skills to support your child at home. Read more about parent training here.

Accommodations for IEPs and Section 504s

Accommodations for IEPs and 504 plans help remove barriers that make it difficult for your child to learn the same material as their peers and allow them to participate fully in school. Some common accommodations are:

• Assigning your child to sit near the teacher or additional personal space
• Extra time to complete tasks
• Giving the child fidgets or sensory seats to promote attention and self-regulation
• A plan to help manage medication side effects
• Supervision during mealtimes

Check out an extensive list of example preschool IEP accommodations here.

1:1 aides

A 1:1 aide is a staff member who works individually with your child to help them access FAPE. You can request a 1:1 aide at your child’s IEP meeting if you feel your child may need this service. There are many reasons the IEP team may determine your child needs this support, including but not limited to help with toileting, health and safety, or behavior management. Read more about 1:1 aides here.

Typically, preschool classrooms already have a lot of built-in adult support. In separate classrooms and schools, there may be two or more classroom aides in addition to the education specialist, who help all the children, especially with toileting and safety. IEP teams may be reluctant to provide a 1:1 aide because doing so can lead to learned dependence. It’s important to consider your child’s specific unique needs and how they can be met.

Consider writing a parental concerns letter

As a parent, you are an integral part of your child’s IEP planning and decision-making team. One way to make sure your input and suggestions are part of your child’s file is by writing a parental concerns letter about what you would like to see addressed at an IEP meeting. This is a chance to share information that only you know about your child.

Strength-based IEPs

The language used in your child’s IEP can influence adults’ perception of them. Creating a strength-based IEP using positive, child-focused language can help the adults working with your child learn about them as a whole person.

A strength-based IEP focuses on a child’s needs, goals, abilities, and possibilities. Instead of more attention being placed on something a child can’t do, it focuses on what supports they need to accomplish their goals. For example, if a student has difficulty communicating verbally, a strength-based IEP might state, “Enjoys communicating with peers with a speech-generating device.”

You can help create strength-based goals for your child by writing a vision statement, where you discuss your hopes for the life your child will lead, which can become a focal point for the IEP team when creating goals.

You should receive a request from the school or district inviting you to the IEP meeting, or you can request one yourself. Let the school know if you will be bringing a friend, specialist, attorney, or advocate with you. (You can read about the differences between special education attorneys and advocates here).

Bring the following items to the meeting — it’s a good idea to create a binder to organize all the documents you’ll need at the meeting so they’ll be easy to find while you’re there. Here is a detailed list of what to include in your binder that is specific to preschool.

We recommend you begin preparing for your meeting two days before by:

• Making a note to pack your laptop/device or favorite pen and a pad of paper.
• Checking with the person you asked to accompany you (perhaps they can take notes for you!)
• If your state allows parents to record the meeting, make arrangements to do so. For example, in California, you should write the school to let them know you will be recording the meeting at least 24 hours beforehand.

1. The district does not have to provide a general education placement if it doesn’t have a general education preschool.

LRE requires that children with disabilities be taught alongside their non-disabled peers to the “maximum extent possible.”

This means that unless your child’s needs prevent appropriate inclusion in a general education classroom, the district must provide general education placement. This can be accomplished in several ways, including working with another district to provide services or reimbursing the cost of a private preschool.

2. If your child doesn't spend any time in general education, you do not need a gen ed teacher on the IEP team.

IDEA requires that both a special education teacher and a general education teacher are participating members of your child’s IEP team.

3. You shouldn’t consent to a functional behavior assessment (FBA) because doing so will help the district remove your child from their general education classroom.

An FBA is an excellent tool for keeping your child in their general education classroom, as it will help identify the reasons behind your child’s behavior. When you know why your child exhibits certain unwanted behaviors, you can create goals to reduce or eliminate them. At the same time, the FBA team will likely promote alternative behavior that may help your child achieve more in their current placement.

4. IEPs are always the parent vs. the district.

IEPs are meant to be collaborative processes, with the parent serving as an equal team member. If any team member approaches the IEP meeting with an adversarial attitude, it can disrupt the process and create frustration. Your child stands to benefit the most from a group of people working together with the child’s unique needs and interests at heart.

5. Your child doesn’t need an aide; there are enough people helping in the classroom.

This isn’t always the case. Teachers and staff often have assigned roles and tasks that need to be completed throughout the day, such as providing meals, running activities, and leading circle time. As a result, they cannot always give a child the specific support they need.

Your child may benefit from a 1:1 aide for a variety of reasons: behavior management, instructional support, activities of daily living (such as toileting), safety (for health or mobility), social skills training, and task redirection, just to name a few. In a separate preschool class, there is likely staff available and expected to fulfill these roles, while in an inclusive classroom, a child with a disability might need specialized adult support. A dedicated professional can also provide support during meals and help your child interact socially and in many other ways. However, if you are worried that your child may become dependent on 1:1 support, you can consider if less intensive support can work before requesting an aide.