The transition from Preschool to Kindergarten is a significant milestone in any child’s life. For children with disabilities, however, particularly children with autism spectrum disorder (ASD), it can be particularly complex (Marsh et al., 2017). It is a season filled with mixed emotions: uncertainty, trust, fear, pride, joy, and above all, so much love. For families of children with autism, these emotions are often amplified. Questions weigh heavily on families: What if my child cannot communicate effectively? Who will care for my child when I am not there? Will my child make friends? Will they make progress? Will the school provide what my child needs to succeed?
This moment represents a truly critical time in the life of a child with autism, their parents, and their family. When the transition is handled well, it fosters trust between families and the school system, promotes meaningful student growth, and builds resiliency for future challenges. If handled poorly, it risks disrupting services and creating tension between families and schools. An unsuccessful transition can also leave a child feeling disengaged or unsupported and has the potential to impact the child and family long-term. In this article, we will address the challenges associated with this transition from early childhood special education to school-age special education for children with autism and their families. We will also discuss evidence-based strategies designed to make this shift as seamless and child-centered as possible.
Why Transition Matters
We will all experience a myriad of transitions over the course of our lives. In fact, minor transitions, sometimes referred to as horizontal transitions (Fontil, et al., 2020), occur daily – a new co-worker or supervisor, a new project, a new sports team, a new car, a new neighbor, a change in weather and season, and on and on. More significant transitions, also known as vertical transitions (Fontil, et al., 2020), may be further apart, but you can count on them without a doubt. We have all heard that the only constant is change, and the older we get, the more we realize this carries incredible weight and truth. Becoming adept to change – mastering it, so to speak (at least to the greatest extent possible) – is a strategy in building resilience and adaptability. Practice and preparation for life’s changes or transitions begin early in our lives.
For young children with disabilities, there are two significant transitions, at least by way of service delivery, that will occur by the age of 5. These include the Infant-Toddler Early Intervention to Early Childhood Special Education transition, which shifts children from protection under Part C of the Individuals with Disabilities Education Act (IDEA) to Part B. Often, families of children with ASD share that the most difficult part of going from Part C of the IDEA to Part B of the IDEA is the shift from family-centered services in Part C to child-centered and educationally-focused programming in Part B (Hands & Voices, n.d.).
The second major transition will shift children from Early Childhood Special Education to School-Age Special Education services, both protected under Part B of the IDEA, but often drastically different in design. These transitions are critical milestones in a child and family’s life and are much more than a single event. These transitions are ongoing processes that, when well-coordinated, result in better social-emotional adjustments in children, more prepared educators, and more confident and empowered families (Rous, et al., 2007). When the process doesn’t go well, children are at risk of experiencing service discontinuity and inadequate Individualized Education Programs (IEPs), their families are at greater risk for increased levels of stress, and teachers can be ill-prepared to support young learners as they make this critical shift (Rous, et al., 2007).
Autism and Transition
Autism is a developmental disorder characterized by social-communication challenges and restricted and/or repetitive behaviors. Autism is a spectrum disorder, essentially meaning there is broad variability in strengths and areas of need. Children with autism may experience challenges engaging in age-appropriate social activities or opportunities, difficulty with changes in routine, and may require specific strategies to successfully access a school environment (CDC, 2025).
With that said, the presence of autism does, in fact, offer another layer of complexity to the transition process. The transition process is laden with change – changes in school building, classroom, routines, professionals, peers, etc. The social, communicative, and academic demands also tend to increase during this shift to school-age programming (Autism Education Trust, n.d.). The school building may be larger, louder, and may house more students, placing a potential strain on a child’s sensory system.
All of this is in addition to a need for parents to learn new processes, norms, shifts in regulatory requirements, policies, and procedures. Families of children with autism are also often in a position where they feel the need to advocate for appropriate services or access to evidence-based practices specifically designed for children with autism as they make this shift from one service system to another. In fact, some research has shown that parents of children with autism are more likely to enact their procedural safeguards, specifically to pursue mediation or due process, than parents of children from other disability categories (Burke & Goldman, 2015). Parents that pursue mediation or due process often report having to consistently advocate for their child and have negative school-family relationships (Burke & Goldman, 2015).
Strategies to Strengthen the Transition Process
So, how can we ensure the process is successful? After all, the stakes are high. Fortunately, there has been quite a bit of research in this area, which offers some helpful insight into how to maximize the success of this critical transition process.
1) Families must feel knowledgeable and confident in both the process and their rights. Early childhood and school-age professionals can take time to inform families of their rights and the specific procedures in place across the state’s early childhood special education and school-age special education programs. Families should feel empowered to ask questions. Supports should be tailored to the family’s cultural background, language, and context. Culturally responsive communication builds trust and supports engagement. Professionals can also facilitate peer support networks and other opportunities for families with lived experience to support others. When parents of children with disabilities connect, they can share knowledge and stress levels are often reduced (Fontil et al., 2020).
2) Early childhood educators are a critical piece of the transition puzzle. They need the flexibility to meet with families to the greatest extent possible before the start of the school year. Early contact helps establish relationships, set expectations, and reduce anxiety (for both parties!). Early childhood educators must also be knowledgeable about evidence-based best practices, laws and regulations, and the eligibility determination evaluation process. Professional development outlining these concepts, as well as research-based instructional strategies that can be implemented across settings, must be provided for preservice as well as veteran teachers (Mattern, 2014). While a transition coordinator is a common role at the post-secondary level, it is rarely seen at the entry point to school-age programming. School systems might consider a similar role, an individual who can serve as a liaison for parents, ensuring ongoing communication. Parents can inquire about their main point of contact during the transition process from both systems. Families can then utilize email and other modes of communication, including both systems, to ensure their child’s team is consistently on the same page.
3) Continuity of care and services can be ensured when there is thoughtful communication between the sending and receiving agencies. (Homerin & Dodds, 2024). With parental permission, systems can share data, assessment information, and relevant child information to promote continuity in supports and services. Many states require that transition meetings occur, with both the sending and receiving entities present as a way to encourage this type of collaboration. If these meetings do not naturally occur, parents can and should request this type of team communication.
4) Special education is a highly regulated and complex system. Thus, system-level support, including transition-specific policies and procedures, cannot be ignored as a critical element to the transition process. States often enforce transition timelines and shared responsibilities as ways to ensure children and families receive proactive support. Families should be made aware of these requirements on both an individual level, such as during IEP meetings, as well as at a more global level (e.g. parent training). Families can also request information regarding their state or local area’s transition policies, announcements, requirements, etc. so they can become fluent with the logistical elements of the process.
5) Lastly, but most certainly not least, is the importance of co-developing individualized transition plans prior to the actual transition to. Preparation is key! Please check out the list below for some activities and ideas that may be included in an individual child’s transition plan to maximize their success.
Transition Preparation Activity Ideas
- Visit the local elementary school in the Spring prior to the child’s transition. Meet with the administrative team, tour the building, and gather information about school expectations and routines.
- Arrange for the child to visit the school in advance, if possible. Allow the child to explore and explicitly visit areas/spaces that may prove challenging or problematic for the student (e.g. cafeteria).
- If the school is in the family’s neighborhood, engage in natural exploration! Take a walk to the school building or visit the school’s playground to build familiarity in advance.
- Ask about important procedures that might impact the transitioning child. For instance, does the school only allow a packed, cold lunch? If so, begin acclimating the child to this routine during their early childhood experience.
- Request information regarding the school day/schedule and review with the child in advance. Use visual supports or social stories as needed.
- Identify the school’s sensory environments (e.g. noisy cafeteria, crowded hallways) and practice coping strategies such as using noise-canceling headphones, deep breathing, or requesting a break.
- If possible, meet with the child’s teacher prior to the end of the school year or at the start of the new school year to share important information in person.
- Prepare an “All About Me” book for the child. Include their strengths, interests, preferences, mode of communication, their challenges, etc. This can be shared with all relevant educational team members, including cafeteria staff, “specials” teachers, etc.
- Use visual supports to prepare. Introduce the school, classroom, teacher, and routines through concrete photos, or social stories.
- Organize play dates or meet-ups with other Kindergarten families to allow for peer connections early.
- Build excitement about the transition! Use a visual countdown calendar leading up to the first day of school and pair it with small rewards or celebrations for each completed day, week or step.
- Support the child’s ability to utilize independent communication, through whatever means/mode of communication being used, to prepare them with key communicative skills (e.g. ask for help, request a break, etc.) prior to the transition.
At this stage, successful transitions for children with autism and their families rarely occur by chance. Rather, they are the product of thoughtful collaboration, preparation, and a shared commitment to supporting the needs of every child. When families, educators, and systems work together, we create not only a smoother start to the school-age experience, but a stronger foundation for every milestone that follows.
Ashlee M. Brown, PhD, BCBA, LBS, is an Assistant Professor of Special Education at West Chester University and an Early Intervention & Special Education Consultant with Learning Curve Consulting, LLC. She can be reached at abrown4@wcupa.edu.
Regina Rausch, MA Ed, is an Early Intervention Specialist, Special Education Administrator, and Doctoral Student at West Chester University. She is also the Founder of RAISE Consulting and can be reached at rrausch.rausch@gmail.com.
References
Autism Education Trust. (n.d.). Supporting learners with autism during transition: Practical strategies, resources and case-studies to support transition from early years to primary school and from primary to secondary school. https://asset.nasen.org.uk/Supporting%20learners%20with%20autism%20during%20transition.pdf
Burke, M. M., & Goldman, S. E. (2014). Identifying the Associated Factors of Mediation and Due Process in Families of Students with Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, 45(5), 1345–1353. https://doi.org/10.1007/s10803-014-2294-4
Centers for Disease Control and Prevention. (2025). Autism spectrum disorder (ASD). https://www.cdc.gov/autism/index.html
Fontil, L., Gittens, J., Beaudoin, E., & Sladeczek, I. E. (2020). Barriers to and Facilitators of Successful Early School Transitions for Children with Autism Spectrum Disorders and Other Developmental Disabilities: A Systematic Review. Journal of Autism and Developmental Disorders, 50(6), 1866–1881. https://doi.org/10.1007/s10803-019-03938-w
Hands & voices. (n.d.). https://handsandvoices.org/articles/education/law/transition.html
Homerin, N., & Dodds, R. L. (2024). The transition from early intervention to preschool for children with multiple disabilities: a narrative review. Early Child Development and Care, 194(3), 350–365. https://doi.org/10.1080/03004430.2024.2309480
Marsh, A., Spagnol, V., Grove, R., & Eapen, V. (2017). Transition to school for children with autism spectrum disorder: A systematic review. World Journal of Psychiatry, 7(3), 184–196. https://doi.org/10.5498/wjp.v7.i3.184
Mattern, J. A. (2014). A Mixed-Methods Study of Early Intervention Implementation in the Commonwealth of Pennsylvania: Supports, Services, and Policies for Young Children with Developmental Delays and Disabilities. Early Childhood Education Journal, 43(1), 57–67. https://doi.org/10.1007/s10643-014-0633-x
Rous, B., Hallam, R., Harbin, G., McCormick, K., & Jung, L. A. (2007). The transition process for young children with disabilities. Infants & Young Children, 20(2), 135–148. https://doi.org/10.1097/01.iyc.0000264481.27947.5f
