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Transition Resources

Here are some resources that may be helpful when planning your child’s transition out of early intervention services:

The Virginia Department of Special Education, Guide To Special Education Parent page.

Transitioning to preschool.

A “One Pager” tool to help provide information about your child.

From the website I’m Determined.

My Good Day Plan” tool used to help you identify the factors that play a role whether or not your child has a good day.

Tutoring Teachers

When your child transitions from EI to school or maybe you do preschool in addition to EI, it is helpful to let the teachers know as much as you can about your child and his or her routine.  Many teachers find it helpful to have a “tutorial” about your child emailed to them.

So here is a template for you to follow so you can create something to help teachers get to know your child better.  Feel free to copy and paste it and make it your own.  The sample is in first person, but you can do it from a parents perspective too.  Whatever works for your family and your child.  Just think about information that will help your teacher get to know their student better and include anything pertinent to their health, education, and social well being.


My name is XXX.  I am X years old.

I was born in XXX.  Add anything interesting or pertinent about birth or hometown here.


I live in XXX with my parents, siblings, dogs, etc.  Feel free to put the names and ages of siblings or whoever.

Another line with the grandparents, what you call them, and where they live is a nice addition.


This is a great place to let your child’s teacher know about his or her daily life.  Here is a sample of what you could put:

Things I love:

  • Music

  • Books

  • Balls

  • Walking/running

  • Cars/trucks/buses

  • Playgrounds

  • People


Daily Routine:

  • MorningI wake up around 6.30am.  Dad gets me dressed while Mom makes breakfast.  Some days I don’t want to eat that early, so I might need a snack when I get to school.  Some days my grandma gets me ready for school because my parents go out of town for work.

  • Afternoon: I take the bus home from school most days.  Tuesday my nanny picks me up for Speech therapy.  On Fridays I have an after school play date.   I usually take a nap if therapy doesn’t get in the way.

  • Evening: Mom feeds me dinner between 5 and 6 pm.  Sometimes we eat a bit later so Dad can join us and we can eat as a family.  After dinner we go to the park or library to burn off some energy.  Then it’s bath, brush teeth, books and bed (usually by 8).



I’ve been going to playgroups since I was 6 months old.

I’ve been seeing a childhood educator since birth.  I started seeing a speech and physical therapist since I was 10 months old.  If you need any information from any of my past or present teachers or therapist, let my mom know.



I’m not using words, but I do sign a lot (using American Sign Language).  I sometimes require prompting.   Some of  my words are:

  • Up

  • Down

  • Out

  • In

  • Mama

  • Dada

  • Dog

I also know what a lot of things say.  Here are some of the sounds I can make when you ask me what the xxx says:

  • Sheep: Bah

  • Cow: Moo

  • Snake: Ssss

  • Car: Vroom

I also have a few word approximations, which include:

  • More

  • Milk

  • Ball

  • Dada

  • Mama



I started walking in January and  can move pretty quickly.  Sometimes I fall.  Sometimes I run off or wonder.  It’s best to keep a close eye on me when I’m not in an enclosed area.


I love playing on the playground and climbing stairs.  I still need assistance going up and down stairs.  And I don’t have the best core strength for going down slides – so I might take a tumble if you’re not watching.  And I’m starting to climb places I shouldn’t.



I am pretty even tempered but can get angry when you try to transition me away from an activity I’m enjoying.  Occasionally I bite.  I’m not good at sharing.  Mom is working to help me understand no.




  • This is a good place to list medications.  Bowel issues.  Any health issues, etc.  Of course, if there are any serious or urgent needs, the school should be notified separately.



  • This is a good place to list any restrictions.  Any dietary needs.  Of course, if your child has an allergy – the school should be notified separately.


Random Fun Fact

  • This is a great place to put a nice talking point.  Something special about your child that the teacher might remember.


This is a good place to list any additional programs your child is doing.  Talk about what you’re working on at home.  What other schools he or she may be attending.

ABOUT (Your child’s condition/diagnosis)

This is where you can list your child’s condition.  It’s also a good place to reinforce person first language.  For example – if you your child has Down syndrome:

I have Down syndrome.  But it doesn’t define me.  When referring to my condition (or any person with a disability) please remember that I/we are a person first.  I’m not a “Down’s kid.”  I am a kid with Down syndrome.  I’m not disabled, I’m a child with a disability.  This is a tough one that even my doctors and family members have trouble with.  But it’s important.  And getting it right means a lot to me and people like me.

My parents are proud advocates who are happy to answer any questions you may have.  They are also willing to candidly answer any questions other parents may have.

Here are some useful facts about Down syndrome:

  • Down syndrome is a common genetic variation which usually causes delay in physical, intellectual and language development.

  • The exact causes of the chromosomal rearrangement and primary prevention of Down syndrome are currently unknown.

  • Down syndrome is one of the leading clinical causes of cognitive delay in the world – it is not related to race, nationality, religion or socio-economic status.

  • The incidence of Down syndrome in the United States is estimated to be 1 in every 700 live births.

  • Of all children born in this country annually, approximately 5,000 will have Down syndrome.

  • There are approximately 1/4 million families in the United States affected by Down syndrome.

  • While the likelihood of giving birth to a child with Down syndrome increases with maternal age; nevertheless, 80% of babies with Down syndrome are born to women under 35 years of age, as women in that age group give birth to more babies overall.

  • There is wide variation in mental abilities, behavior and physical development in individuals with Down syndrome. Each individual has his/her own unique personality, capabilities and talents.

  • 30% – 50% of the individuals with Down syndrome have heart defects and 8% – 12% have gastrointestinal tract abnormalities present at birth. Most of these defects are now correctable by surgery.

  • Individuals with Down syndrome benefit from loving homes, early intervention, inclusive education, appropriate medical care and positive public attitudes.

  • In adulthood, many persons with Down syndrome hold jobs, live independently and enjoy recreational opportunities in their communities.

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