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Tips for School Readiness and Transitioning to Preschool or Kindergarten

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The start of the school year can be a big change for children.

Your child may feel happy to see friends and excited to go back to school, or they may feel nervous or sad about starting a new school, making friends, or leaving you. It's okay for them to have big feelings. It's important to remember that feelings come and go - they won't feel this way all the time.

Here are some ways you can help your child transition back to school:

Play School!

To help prepare your child for what their day may be like in the classroom, you can play pretend school. You can pretend to be the teacher and your child can be the student. Together, go through a day of activities such as reading a story as they would in circle time, building with blocks as they would in the Block Center, and painting a picture as they would in the Art Center. You can also demonstrate strategies your child will use at school, like listening with their whole body, raising their hand if they have something to say, and standing in line and waiting their turn, just like Elmo does in this video.

You can also switch roles! Next time you play school, your child can be the teacher and you can be the student. Playing pretend is a great way to prepare your child for their new routine, fair ways to play and cooperate with friends, learn self-control, and cope with their feelings.

Glitter Jar

During times of big feelings, invite your child to shake the jar and watch the glitter swirl around. Fill a clean plastic bottle or jar about ¾ of the way with warm water. Then your child can add colorful glitter and 2-3 drops of clear glue. Close and seal the lid with more glue. Now, your child can shake and watch the glitter swirl all around. You can tell your child that the glitter is like their feelings swirling around inside of them. As they watch the glitter float down, it can help their body feel better. A glitter jar is also something they can pack in their backpacks and use at school too if they have a big feeling.

Share a bracelet

If your child is feeling nervous or sad about leaving you for the day, tie a loose piece of ribbon around your s and your child's wrists. Every time your child looks at it, it can remind them that they'll see you at the end of the school day.

Remember to tell your child how proud you are of them for going back to school or starting a new school. When you help your child feel seen, heard, and loved, you're building a sense of safety, security, and confidence that will last a lifetime.

Together with your child, watch this video thatfocuses on adult-child bonds and celebrates the special pride parents and caregivers have for their children. Tell your child what you think is wonderful about them. Then, on a second viewing, sing along together and move around in any way you like. And...end with a hug!

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Wonderful Ways to Get Back to School - Sesame Workshop

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Tips for School Readiness and Transitioning to Preschool or Kindergarten

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by Natasha Wing and Illustrated by Julie Durrell. Read aloud on YouTube

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The Night Before Kindergarten - Children's Story Read Aloud for Kids - Back to School

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by Lauren Child - Read Aloud on YouTube

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I Am Too Absolutely Small For School by Lauren Child - Read Aloud by Heather's Story Time Corner

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Reading Rockets is a national public media literacy initiative offering information and resources on how young kids learn to read, why so many struggle, and how caring adults can help.

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Explore reading basics as well as the key role of background knowledge and motivation in becoming a lifelong reader and learner. Watch our PBS Launching Young Readers series and try our self-paced Reading 101 course to deepen your understanding.

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9 Ways to Get Your Child Ready for Kindergarten

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9 Ways to Get Your Child Ready for Kindergarten

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Kindergarten is a big life change for all kids.

Kids are often nervous about starting kindergarten.

Getting ready for the changes can make the transition easier.

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Kindergarten brings big changes for kids. For some, it's their first time in a structured school setting. For others, it's going from a small classroom in preschool to a big room with lots of kids.

Kids all respond differently, too. Some are excited by new experiences and can't wait. Some have a tough time with change and are nervous. And kids may react differently once they walk in the classroom door.

Kids also come to kindergarten with different levels of readiness. Some already have the skills they need, like knowing the alphabet and counting to 10. Some haven't gotten there yet.

Here are nine ways to make the transition easier.

1. Practice kindergarten skills.

Over the summer, practice activities your child will be doing in class, like forming letters and holding a pencil. It's fine if your child hasn't mastered these skills when school starts. But it can ease stress for your child-and help the teacher-if the kindergarten classroom isn't the first place your child tries these tasks.

Kindergartners also cut out lots of shapes. If your child hasn't used kid-friendly scissors yet, now's a good time to try them out.

2. Set clear bedtime and morning routines.

There's a good chance your child will have a new morning routine with the start of kindergarten. Maybe it's an earlier wake-up time. Or having to be outside and ready for the school bus.

Depending on your morning schedule, it may help to move bedtime to an earlier time. Before school starts, run through the morning routine with your child, too. Practice having your child wake up on time, get dressed, and eat breakfast.

Avoid COVID Slide with tips and tools designed to help your child return to the classroom.

Will you be the one getting your child out the door? If not, have the caregiver who will be handling mornings with your child try out the routine a couple of times.

3. Start phasing out nap time.

Many kindergarten classes have rest time. But if your child still takes naps, this break will probably be shorter than the naps your child is used to. Start cutting the length of nap time by a couple of minutes a day before school starts. (A shorter nap might help with the change to an earlier bedtime, too.)

4. Make following directions fun.

Kids in kindergarten are expected to follow directions throughout the school day. Practice this at home in fun ways. Have your child do activities with one- and two-step directions before school starts. You can do crafts orplay new games together. Or you could have your child help when you're cooking.

5. Ask how your child is feeling.

Kindergarten is different from other grades because there are a lot of firsts. It's a big unknown that can make kids feel anxious. Help your child get through the first-day jitters-and bigger worries-by talking. Ask things like, "What do you want to know about kindergarten?" Or, "You seem a little nervous. What are you thinking about?"

It might be hard for your child to understand or express these feelings. But asking questions and showing empathy lets your child know you're there.

6. Practice asking for help.

Your child may be nervous about needing help at school. That might be with personal things like going to the bathroom independently or getting ready to leave at the end of the day.

Explain that the teacher is always there to help if there's a problem-and that it's OK to ask. Have your child practice asking for help before the school year starts. This helps kids build confidence to speak up for what they need when they need it.

Kindergarten is a place for lots of play. But your child will also be learning the basics in subjects like reading, writing, and math. Reading to your child as often as possible helps lay the foundation for kindergarten learning. It also helps prepare kids for listening time in the classroom.

8. Introduce new friends.

Arrange for your child to play with kids in the same grade, or even the same class, if you can get the class list ahead of time. Try to branch out beyond kids your child already knows from preschool or the neighborhood.

Set it up to take place in a space where both kids will be comfortable. This might be one of your homes or a playground.

9. Remind your child of strengths.

Some kids worry about not being "good enough" at doing things. Explain that kindergarten is all about trying new things and working to get better at old things.

The transition to kindergarten can take a little while, and there may be ups and downs. But a little preparation can make a big difference in how your child feels about starting school.

Knowing what to expect helps kids start kindergarten with more confidence.

Adjust bedtime and morning routines before school starts.

Tell your child that kindergarten is about trying and learning new things, and that it's OK to ask for help.

About the Author

About the Author

Rachel Bozek

is a writer and editor with a focus on kids and families. She is a former senior editor for Nickelodeon Magazine.

Reviewed by

Reviewed by

Amanda Morin

worked as a classroom teacher and as an early intervention specialist for 10 years. She is the author of The Everything Parent's Guide to Special Education. Two of her children have learning differences.

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9 Ways to Get Your Child Ready for Kindergarten

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Kindergarten brings big changes for kids. For some, it's their first time in a structured school setting. For others, it's going from a small classroom in preschool to a big room with lots of kids. Kids all respond differently, too. Some are excited by new experiences and can't wait.

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Ready or Not Kindergarten, Here We Come!

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Ready or Not Kindergarten, Here We Come!

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Here are some tips to help you prepare your child for Kindergarten:

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Ready or Not Kindergarten, Here We Come!

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While many of us focus on the basics of letter and number recognition or reading skills, kindergarten readiness encompasses more than a few isolated skills. Here are some tips to help you prepare your child for Kindergarten.

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Who do I talk to about my child's special needs, IEP, 504, family concern?

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Who do I talk to about my child's special needs, IEP, 504, family concern?

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Contact the Special Education representative at your school district.

Below are some resources:

The Arc of Livingston – Provides advocacy, referrals, and support to people with developmental disabilities and their families.

Michigan Department of Education – What Is a 504 Plan for Students with Disabilities?

All of the above resources are free.

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Search for programs who provide care for School Age children near your school and/or home on Great to Start to Quality's website.

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Tip Sheet – Transition to Kindergarten & Before/After Care Programs

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Tip Sheet – Transition to Kindergarten & Before/After Care Programs

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Helping My Child Transition to Kindergarten

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Helping My Child Transition to Kindergarten

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It is called various names depending on the district. (i.e. Junior Kindergarten, Begindergarten, Developmental Kindergarten, etc.).
Some districts offer a developmental kindergarten program, some do not.
Developmental kindergarten is intended to provide children who are not ready with an extra year of schooling.  Additional information from Michigan Department of Education.
For additional information:
Ask your school district – Link to local districts
Michigan Department of Education resources:
Will My Child Benefit From an Extra Year of Kindergarten?

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Kindergarten Parents’ Guide to Student Success

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Kindergarten Parents’ Guide to Student Success

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English Language Arts & Literacy

Learning new language skills is a hallmark of kindergarten. Your child will learn about the alphabet and its role in reading. Your child will practice rhyming, matching words with beginning sounds, and blending sounds into words. Practice with these types of activities is a powerful step toward learning to read and spell correctly. The size of your child's vocabulary is another key factor in his or her ability to read and comprehend books and stories. Your child also will begin to experiment with writing and will be encouraged to use a combination of drawing, dictating, and writing letters to share information, ideas, and feelings.

A Sample of What Your Child Will Be Working on in Kindergarten

Naming upper- and lower-case letters, matching those letters with their sounds, and printing them

Comparing the adventures and experiences of characters in familiar stories, such as fairy tales and folktales

Retelling familiar stories and talking about stories read to them using details from the text

Using a combination of drawing, dictating, and writing to describe an event, including his or her reaction to what happened

Stating an opinion or preference about a topic or book in writing (e.g., "My favorite book is . . .")

Taking part in classroom conversations and following rules for discussions (e.g., learning to listen to others and taking turns when speaking)

Speaking clearly to express thoughts, feelings, and ideas, including descriptions of familiar people, places, things, and events

Asking and answering questions about key details in stories or other information read aloud

Understanding and using question words (e.g., who, what, where, when, why, how) in discussions

Learning to recognize, spell, and properly use those little grammatical words that hold the language together (e.g., a, the, to, of, from, I, is, are)

Mathematics

Young children arrive in kindergarten with widely varying knowledge in math. By the end of the year, your child must have some important foundations in place. One of the most important skills your child should develop is the ability to add and subtract small numbers and use addition and subtraction to solve word problems. This will rely on gaining some fundamentals early in the year, such as counting objects to tell how many there are. Addition and subtraction will continue to be a very strong focus in math through 2nd grade.

A Sample of What Your Child Will Be Working on in Kindergarten

Counting objects to tell how many there are

Comparing two groups of objects to tell which group, if either, has more; comparing two written numbers to tell which is greater

Acting out addition and subtraction word problems and drawing diagrams to represent them

Adding with a sum of 10 or less; subtracting from a number 10 or less; and solving addition and subtraction word problems

Adding and subtracting very small numbers quickly and accurately (e.g., 3 + 1)

Correctly naming shapes regardless of orientation or size (e.g., a square oriented as a "diamond" is still a square)

Help Your Child Learn at Home

English Language Arts & Literacy

Read with your child every day, books like Are You My Mother by P.D. Eastman or Green Eggs and Ham by Dr. Seuss. Ask your child to explain his or her favorite parts of the story. Share your own ideas. To find more books for your child to read, visit www.corestandards.org/assets/Appendix_B.pdf.

Encourage your child to tell you about his or her day at school. Keep paper, markers, or crayons around the house for your child to write letters or words or draw a picture about his or her day. Have your child describe the picture to you.

Play word games like I Spy, sing songs like Itsy Bitsy Spider, and make silly rhymes together.

Mathematics

Look for "word problems" in real life. Some kindergarten examples might include:

Play "Write the next number." You write a number, and your child writes the next number.

Ask your child questions that require counting as many as 20 things. For example, ask, "How many books do you have about wild animals?"

Ask your child questions that require comparing numbers. "Who is wearing more bracelets, you or your sister?" (Your child might use matching or counting to find the answer.)

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Learning new language skills is a hallmark of kindergarten. Your child will learn about the alphabet and its role in reading. Your child will practice rhyming, matching words with beginning sounds, and blending sounds into words. Practice with these types of activities is a powerful step toward learning to read and spell correctly.

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The Parents’ Guides to Student Success were developed by teachers, parents and education experts in response to the Common Core State Standards that more than 45 states have adopted.

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The Parents' Guides to Student Success were developed by teachers, parents and education experts in response to the Common Core State Standards that more than 45 states have adopted.

Created for grades K-8 and high school English, language arts/literacy and mathematics, the guides provide clear, consistent expectations for what students should be learning at each grade in order to be prepared for college and career.

Overview Guide

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Parents' Guides to Student Success - Family Resources | National PTA

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The guides, developed by teachers, parents and education experts and created for grades K-8 and high school English, language arts/literacy and mathematics, provide clear, consistent expectations for what students should be learning at each grade in order to be prepared for college and career.

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A Guide for Families with Children Birth-8 Years

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A Guide for Families with Children Birth-8 Years

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Social and Emotional Health

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Social and Emotional Health of Children Birth to Age 8 Fact Sheet

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Social and Emotional Health of Children Birth to Age 8 Fact Sheet

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"The Way I Feel" by Janan Cain Book, read aloud on YouTube.

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This story helps children learn words to describe how they are feeling.

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Social And Emotional Development Milestones For Preschoolers (Ages 3 - 5 Years)

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Social And Emotional Development Milestones For Preschoolers (Ages 3 - 5 Years)

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Caregivers often think learning basics, like recognizing colors, shapes and letters, are what preschoolers need, but teachers say helping children develop strong social and emotional skills are even more important.

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Reaching milestones, like sharing toys and taking turns, trying new things, and learning to manage strong emotions, are going to make a big difference in your child's school success.

The loving relationships that your preschooler has developed with caregivers and family will help them feel more secure when they are in groups of other children. From ages 3 - 5, children are starting to be more aware of the feelings of other people, want to have friendships, and practice being more independent. There are many ways caregivers can help them.

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Reaching milestones, like sharing toys and taking turns, trying new things, and learning to manage strong emotions, are going to make a big difference in your child's school success. The loving relationships that your preschooler has developed with caregivers and family will help them feel more secure when they are in groups of other children.

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The Great Start Collaborative of Livingston County (Great Start Livingston) is a partnership of local community agencies, businesses, early childhood and K-12 educators and parents. We work together toward achieving a comprehensive early childhood system aligned to address all the factors that influence a child's readiness for school and life.

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Resources to help support your child's transition to Kindergarten

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Resources to help support your child's transition to Kindergarten

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The Great Start Collaborative of Livingston County (Great Start Livingston) is a partnership of local community agencies, businesses, early childhood and K-12 educators and parents. We work together toward achieving a comprehensive early childhood system aligned to address all the factors that influence a child's readiness for school and life.

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Starting school is an important time in a child’s life and children’s readiness for school is important to us.  Kindergarten registration begins in February – April, depending on your school district.

Registering early allows the teachers, principals, and school districts several opportunities to connect with you and your child before school begins and allow them the opportunity to plan for the upcoming school year.

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When - Kindergarten registration may begin as early as February prior to the start of the following school year. Check with your local school district - Link to districts.

Starting school is an important time in a child's life. Since a child's school success is also important to us, we encourage parents to register their children for Kindergarten during Kindergarten Registration and Round-Up events. This will allow the teachers, principals and school districts several opportunities to connect with you and your child before school begins and allow them the opportunity to plan for the upcoming school year.

Go to your local school district for registration information - look for enrollment or registration information. You can find all the local public school districts here - Link to local school districts.

Unsure of which school district you reside? Find your school district - type in your address, enter and scroll down on the left side.

Michigan Department of Education Parent Guide #3 - How do I enroll my child in Kindergarten?

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When - Kindergarten registration may begin as early as February prior to the start of the following school year. Check with your local school district - Link to districts. Starting school is an important time in a child's life.

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Updated, April 2017
In Spanish | en español

When a child is having trouble in school, it's important to find out why. The child may have a disability. By law, schools must provide special help to eligible children with disabilities. This help is called special education and related services.

There's a lot to know about the process by which children are identified as having a disability and in need of special education and related services. This section of CPIR's website is devoted to helping you learn about that process.

This brief overview is an excellent place to start. Here, we've distilled the process into 10 basic steps. Once you have the big picture of the process, it's easier to understand the many details under each step. We've indicated throughout this overview where, on our site, you can connect with that more detailed information.

Step 1. Child is identified as possibly needing special education and related services.

There are two primary ways in which children are identified as possibly needing special education and related services: the system known as Child Find (which operates in each state), and by referral of a parent or school personnel.

Child Find. Each state is required by IDEA to identify, locate, and evaluate all children with disabilities in the state who need special education and related services. To do so, states conduct what are known as Child Find activities.

When a child is identified by Child Find as possibly having a disability and as needing special education, parents may be asked for permission to evaluate their child. Parents can also call the Child Find office and ask that their child be evaluated.

Referral or request for evaluation. A school professional may ask that a child be evaluated to see if he or she has a disability. Parents may also contact the child's teacher or other school professional to ask that their child be evaluated. This request may be verbal, but it's best to put it in writing.

Parental consent is needed before a child may be evaluated. Under the federal IDEA regulations, evaluation needs to be completed within 60 days after the parent gives consent. However, if a State's IDEA regulations give a different timeline for completion of the evaluation, the State's timeline is applied.

Step 2. Child is evaluated.

Evaluation is an essential early step in the special education process for a child. It's intended to answer these questions:

Does the child have a disability that requires the provision of special education and related services?

What are the child's specific educational needs?

What special education services and related services, then, are appropriate for addressing those needs?

By law, the initial evaluation of the child must be "full and individual"-which is to say, focused on that child and that child alone. The evaluation must assess the child in all areas related to the child's suspected disability.

The evaluation results will be used to decide the child's eligibility for special education and related services and to make decisions about an appropriate educational program for the child.

If the parents disagree with the evaluation, they have the right to take their child for an Independent Educational Evaluation (IEE). They can ask that the school system pay for this IEE.

Step 3. Eligibility is decided.

A group of qualified professionals and the parents look at the child's evaluation results. Together, they decide if the child is a "child with a disability," as defined by IDEA. If the parents do not agree with the eligibility decision, they may ask for a hearing to challenge the decision.

Step 4. Child is found eligible for services.

If the child is found to be a child with a disability, as defined by IDEA, he or she eligiblefor special education and related services. Within 30 calendar days after a child is determined eligible, a team of school professionals and the parents must meet to write an individualized education program (IEP) for the child.

Step 5. IEP meeting is scheduled.

The school system schedules and conducts the IEP meeting. School staff must:

contact the participants, including the parents;

notify parents early enough to make sure they have an opportunity to attend;

schedule the meeting at a time and place agreeable to parents and the school;

tell the parents the purpose, time, and location of the meeting;

tell the parents who will be attending; and

tell the parents that they may invite people to the meeting who have knowledge or special expertise about the child.

Step 6. IEP meeting is held and the IEP is written.

The gathers to talk about the child's needs and write the student's IEP. Parents and the student (when appropriate) are full participating members of the team. If the child's (meaning, where the child will receive his or her special education and related services) is decided by a different group, the parents must be part of that group as well.

Before the school system may provide special education and related services to the child for the first time, the parents must give consent. The child begins to receive services as soon as possible after the IEP is written and this consent is given.

If the parents do not agree with the IEP and placement, they may discuss their concerns with other members of the IEP team and try to work out an agreement. If they still disagree, parents can ask for , or the school may offer mediation. Parents may file a state complaint with the state education agency or a due process complaint, which is the first step in requesting a due process hearing, at which time mediation must be available.

Step 7. After the IEP is written, services are provided.

The school makes sure that the child's IEP is carried out as it was written. Parents are given a copy of the IEP. Each of the child's teachers and service providers has access to the IEP and knows his or her specific responsibilities for carrying out the IEP. This includes the accommodations, modifications, and supports that must be provided to the child, in keeping with the IEP.

Step 8. Progress is measured and reported to parents.

The child's progress toward the annual goals is measured, as stated in the IEP. His or her parents are regularly informed of their child's progress and whether that progress is enough for the child to achieve the goals by the end of the year. These progress reports must be given to parents at least as often as parents are informed of their nondisabled children's progress.

Step 9. IEP is reviewed.

The child's IEP is reviewed by the IEP team at least once a year, or more often if the parents or school ask for a review. If necessary, the IEP is revised. Parents, as team members, must be invited to participate in these meetings. Parents can make suggestions for changes, can agree or disagree with the IEP, and agree or disagree with the placement.

If parents do not agree with the IEP and placement, they may discuss their concerns with other members of the IEP team and try to work out an agreement. There are several options, including additional testing, an independent evaluation, or asking for mediation, or a due process hearing. They may also file a complaint with the state education agency.

Step 10. Child is reevaluated.

At least every three years the child must be reevaluated. This evaluation is sometimes called a "triennial." Its purpose is to find out if the child continues to be a child with a disability, as defined by IDEA, and what the child's educational needs are. However, the child must be reevaluated more often if conditions warrant or if the child's parent or teacher asks for a new evaluation.

Want More Details?

You may find the following sections of our website particularly helpful for understanding the requirements and responsibilities intrinsic to the special education process.

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Updated, April 2017 In Spanish | en español When a child is having trouble in school, it's important to find out why. The child may have a disability. By law, schools must provide special help to eligible children with disabilities. This help is called special education and related services.

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Every Child Belongs: Welcoming a Child with a Disability

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Every Child Belongs: Welcoming a Child with a Disability

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Adapted from The Essentials: Supporting Young Children with Disabilities in the Classroom, by Pamela Brillante. Copyright © 2017 by the National Association for the Education of Young Children

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Adapted from The Essentials: Supporting Young Children with Disabilities in the Classroom, by Pamela Brillante. Copyright © 2017 by the National Association for the Education of Young Children.

When you open your classroom door this new school year, you'll be welcoming preschoolers with a variety of experiences, strengths, and challenges. For some children, this will be their first time in a classroom, and they may struggle to follow routines and grasp concepts. Others will arrive having a lot of experience with books and language, and some may be dual language learners. A few children in your new class might have disabilities or developmental delays that impact their learning, social skills, or behavior.

You may be wondering, How do I support children with disabilities or developmental delays when I don't have any training to do that? All children learn best in a developmentally appropriate program that offers them the supports they need to participate successfully alongside their classmates. Many children with disabilities benefit from simple accommodations and modifications, while other children may need more specialized, individualized supports provided by special education professionals. These professionals will work with you, the children, and their families to help the children learn and thrive.

To be an effective teacher, remember that regardless of individual needs, children are first and foremost children-and best practices for young children are best practices for all young children. Here are some ideas to help you set the stage for a great year for everyone.

Try basic modifications

Painting and drawing: Some children have a hard time painting or drawing on a tabletop because it involves using very small muscles in the hands and wrists, which may not be developed yet. Try also setting up easels, which allow children to stand and use bigger arm movements that originate from the shoulders, which often is easier.

Books: Make board books available, and add jumbo paper clips to regular book pages to make them easier for children to turn. These modifications help children with motor delays but are also fun for everyone.

See the child as a child first

Each child is unique, and every child can learn. Look beyond a child's disability or label, and get to know her as a person. Observe children to discover what interests each one and to get ideas about what might motivate her. Talking and playing with children provides important opportunities for building trusting relationships. Set learning goals, choose strategies, and assess children's progress. And just as you do for all children, have high-but realistic-expectations for children with disabilities or developmental delays.

Reexamine your beliefs and knowledge

To be an excellent educator for all the children in your classroom, stay in touch with your inner teacher. Review both your understanding of child development and your toolkit of practices. Honestly examine your beliefs about children and families. Then think deeply about your responsibility to make learning-and the physical environment-engaging, developmentally appropriate, and accessible for all children.

Tap into the expertise of special education professionals

If a child has an identified disability or developmental delay, he receives services specified in his Individualized Education Program (IEP). The child's teacher should either be given a copy of the IEP or opportunities to review it. Don't hesitate to ask the special education teacher, early intervention coordinator, or administrator to explain anything that is confusing. They can help you adapt and modify your curriculum, physical space, materials, and educational expectations so the child can participate as fully as possible in classroom routines and activities. These professionals can also support you in identifying the child's strengths and interests, helping you find relevant ways to connect your teaching to each child.

Speech, physical, and occupational therapists who work directly with a child can also brainstorm adaptations and modifications with you. For example, for a child who has difficulty with balance and large motor control, a physical therapist could provide a special chair for the classroom and work with you to find other comfortable seating options that let the child be part of the group.

Make simple changes

Design the classroom space, routines, and activities so they are adaptable and can be used by the children in a variety of ways. This proactive approach supports children's strengths and can be modified to address children's needs. Plan activities that require more than one child's participation to accomplish a task. Instead of an adult always working with a child with a disability, pair the child with a peer buddy. Provide dress-up items with multiple ways to fasten them. Find ways to absorb background noise to avoid distracting children.

Strategies to try

While there are many strategies to support children with disabilities, here are a few.

Environment: Arrange the classroom furnishings so all children-including children with visual or physical disabilities-can move and maneuver around the room and learning centers by themselves. Make sure materials are within reach. Watch for classroom clutter and unstable flooring (throw rugs that move easily) that make the classroom space inaccessible for some children.

Routines: The best routines have a predictable beginning, middle, and end. Use visual supports, such as pictures or props, to teach children routines, help them stay engaged, and aid them in transitioning between different activities.

Peers: Peers who do not have disabilities can model positive prosocial and communication skills and demonstrate everyday routines that young children with disabilities can imitate. Classmates can also help children develop social relationships and increase their motivation to be part of classroom activities.

Noise: Managing noise in the classroom plays an important role in both learning and behavior. Loud classrooms affect a child's ability to understand increasingly complex language. Carpets and other sound-absorbing materials, like wall hangings, heavy drapes, felt, and chairs with tennis balls on the bottom of metal legs, all help reduce classroom noise.

Materials: Modifying materials in the classroom can have a big impact on independence. Add pencil grips to crayons and markers to make them easier for children with motor difficulties to hold. Gluing small knobs to puzzle pieces make them easier to pick up.Create opportunities for refugee parents to share their traditions.

Determine where individual children need more support

What do you expect children to do and learn during typical routines and activities? Consider this, then think about the supports you can provide to help a child with a disability be more independent and successful. Break down activities into smaller, more manageable tasks for her, and teach the tasks one by one. To help the child transition to a new activity, give her a picture or symbol of the area to show where to go next. If a child uses a nonverbal mode of communication (picture symbols, sign language), teach all of the children to use it.

Finally, trust your knowledge and instincts

Whatever the needs of the children in your classroom, learn to trust your instincts and rely on your professional expertise and judgment. Be willing to seek help from others who have valuable experience and knowledge to share with you. These are important things you can do not just for children with disabilities but for every child in your classroom!

COMMONLY USED SPECIAL EDUCATION TERMS

When there is a child with a disability or developmental delay in your class, you're likely to hear a dizzying variety of terms from special education professionals. Here are a few helpful definitions.

Assistive technology (AT): any item, piece of equipment, software program, or product system that is used to increase, maintain, or improve the functional capabilities of children with disabilities. Assistive technology helps with speaking, seeing, hearing, learning, walking, and many other functions. Different disabilities require different assistive technologies (wheelchairs, walkers, braces, educational software, pencil holders, communication boards).

Developmental delay: a significant lag in a child's achievement of developmental milestones in one or more areas of development (cognitive, language, motor, social-emotional)

Disability: a physical or mental condition-such as hearing loss, cerebral palsy, autism, or Down syndrome-that affects the way the body works or develops and that significantly limits a person's abilities in one or more major life activities, including walking, standing, seeing, hearing, speaking, and learning [Americans with Disabilities Act (ADA) of 1990 (Public Law 101-336)]

Inclusion: the practice of educating children with disabilities in the same classroom as their same-age peers who do not have disabilities. Inclusion is part of the philosophy that people are more alike than different, that differences make classrooms and experiences richer, and that everyone-children with and without disabilities, families, educators, and communities-benefits when children are educated together.

Individualized Education Program (IEP): a written plan for a child between the ages of 3 and 21 that outlines the child's learning goals and the services to be provided to meet his educational needs

Individuals with Disabilities Education Act (IDEA) of 2004 (Public Law 108-446): the law that governs how states and agencies provide early intervention and special education services to children and young adults

Interdisciplinary (or multidisciplinary) team: a team of professionals who evaluate a child to determine whether a delay or disability exists and whether she qualifies for services

Least restrictive environment (LRE): the educational setting that allows a child-to the maximum extent possible-to be educated with his same-age peers who do not have disabilities

Referral: a formal request that is often made by families, physicians, or teachers to begin the special education evaluation process

Sensory processing issues: difficulty handling and responding to sensory input
Note: While you may occasionally hear the older term mainstreaming used to mean inclusion, the two are not interchangeable. Mainstreaming describes a child with a disability participating in a program with her peers for just part of the day or for specific activities where she can participate without the teacher making any changes to the activity. Inclusion is the philosophy that children can engage in activities with their peers even if those activities need to be adapted or modified in some way for children to be successful.
Author's note: Different terms, such as challenged, differently abled, and s pecial needs, are used to refer to individuals with disabilities. While these terms appear to be inoffensive and seem to emphasize positive qualities, they are euphemisms and are not frequently used in the disability advocacy community (Syracuse University Disability Cultural Center). The Essentials: Supporting Young Children with Disabilities in the Classroom (the book the information in this article is adapted from) uses "child with a disability," and we do also.

Photos © NAEYC/iStock

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Every Child Belongs: Welcoming a Child with a Disability

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When you open your classroom door this new school year, you'll be welcoming preschoolers with a variety of experiences, strengths, and challenges.

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My child in Special Education is transitioning from preschool to kindergarten

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My child in Special Education is transitioning from preschool to kindergarten

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Whether your preschooler will attend kindergarten in your neighborhood school with pull-out services or a special day class in another school, kindergarten is the big first step into your child’s school-age years. Getting ready for kindergarten for you and your child can make this transition smooth.

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Easing the Transition from PreK to Kindergarten

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Easing the Transition from PreK to Kindergarten

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What Schools and Families Can Do to Address Child Readiness

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Saying Goodbye to Preschool and Hello to Kindergarten

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Saying Goodbye to Preschool and Hello to Kindergarten

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Many preschoolers feel anxious about moving on to kindergarten. They worry that they won’t have friends, won’t like the teacher, will get lost, or won’t be able to do what the teacher asks.

Here are some tips to guide your child through the move from preschool to kindergarten.

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Saying Goodbye to Preschool and Hello to Kindergarten

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Here are some tips to guide your child through the move from preschool to kindergarten.

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Transition to Kindergarten Parent Guides

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Transition to Kindergarten Parent Guides

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The Parent Guides were developed out of a request from a stakeholder group of parents of young children who reported that the most difficult transition time for them was kindergarten entry. The Parent Guides were reviewed by the Parent Involvement Committee of the Michigan Interagency Coordinating Council (MICC) and were approved by the MICC and authorized for distribution by MDE.

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Transition to Kindergarten Parent Guides

The Michigan Department of Education (MDE), Office of Great Start/Early Childhood Development and Family Education, is pleased to share a resource for parents of children entering kindergarten. The resource is a culmination of many offices within MDE working together to develop The Parent Guides, a series of tip sheets which highlight a variety of questions parents may have when their children are entering kindergarten.

Parent Guides were developed out of a request from a stakeholder group of parents of young children who reported that the most difficult transition time for them was kindergarten entry. The Parent Guides were reviewed by the Parent Involvement Committee of the Michigan Interagency Coordinating Council (MICC) and were approved by the MICC and authorized for distribution by MDE.

MDE is excited to now provide Parent Guides in Spanish and Arabic. If you would like electronic copies of the Arabic guides, please contact Cheryl Najm at najmc@michigan.gov.

Directory of Parent Guides
Directory (English)
Directory (Spanish)
Directory (Arabic)

Introduction - Entry Into Kindergarten
Introduction (English)
Introduction (Spanish)

Is My Child Required to Attend Kindergarten?
Parent Guide #1 (English)
Parent Guide #1 (Spanish)

How Do I Know if My Child Is Ready for Kindergarten?
Parent Guide #2 (English)
Parent Guide #2 (Spanish)

How Do I Enroll My Child in Kindergarten?
Parent Guide #3 (English)
Parent Guide #3 (Spanish)

Early Entry Option for Kindergarten Enrollment
Parent Guide #4 (English)
Parent Guide #4 (Spanish)

What if My Child Has a Disability?
Parent Guide #5 (English)
Parent Guide #5 (Spanish)

Selecting Full or Half-Day Kindergarten, Which Is Best for My Child?
Parent Guide #6 (English)
Parent Guide #6 (Spanish)

How Will My Child Get to School?
Parent Guide #7 (English)
Parent Guide #7 (Spanish)

What Does a Great Kindergarten Program Look Like?
Parent Guide #8 (English)
Parent Guide #8 (Spanish)

What Will My Child Do in Kindergarten?
Parent Guide #9 (English)
Parent Guide #9 (Spanish)

Why Play in Kindergarten?
Parent Guide #10 (English)
Parent Guide #10 (Spanish)

What Will My Child Learn in Kindergarten? Reading and Math Success = Student Success
Parent Guide #11 (English) updated 2/2017
Parent Guide #11 (Spanish) updated 2/2017

What Will My Child Learn in Kindergarten? Student Success in Science, Technology, Social Studies, Nutrition and Health, Physical Education, the Arts, Careers, and for some, World Languages
Parent Guide #12 (English) updated 2/2017
Parent Guide #12 (Spanish) updated 2/2017

How Do I Know if My Child Is Learning?
Parent Guide #13 (English)
Parent Guide #13 (Spanish)

What if There Are Concerns About My Child's Development?
Parent Guide #14 (English)
Parent Guide #14 (Spanish)

What Is a 504 Plan for Students with Disabilities?
Parent Guide #15 (English)
Parent Guide #15 (Spanish)

What Can I Do at Home?
Parent Guide #16 (English)
Parent Guide #16 (Spanish)

How Can I Help My Child Become a Reader?
Parent Guide #17 (English)
Parent Guide #17 (Spanish)

How Can I Help My Child Ease Those First Day Jitters?
Parent Guide #18 (English)
Parent Guide #18 (Spanish)

Are There Books to Read to Get My Child Ready for Kindergarten?
Parent Guide #19 (English)
Parent Guide #19 (Spanish)

How Can I Be Engaged With My Child's Education?
Parent Guide #20 (English)
Parent Guide #20 (Spanish)

What About Communication?
Parent Guide #21 (English)
Parent Guide #21 (Spanish)

What Do I Do if My Child Does Not Speak English?
Parent Guide #22 (English)
Parent Guide #22 (Spanish)

What About Sharing My Family Culture?
Parent Guide #23 (English)
Parent Guide #23 (Spanish)

Will My Child Benefit From an Extra Year of Kindergarten?
Parent Guide #24 (English)
Parent Guide #24 (Spanish)

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The Michigan Department of Education (MDE), Office of Great Start/Early Childhood Development and Family Education, is pleased to share a resource for parents of children entering kindergarten. The resource is a culmination of many offices within MDE working together to develop The Parent Guides, a series of tip sheets which highlight a variety of questions parents may have when their children are entering kindergarten.