10-Minute Speech Practice That Doesn't Require Sitting Still

Last updated 2026-07-10

What actually happens when early intervention ends at age 3?

Early intervention runs under Part C of the Individuals with Disabilities Education Act (IDEA). The day your child turns 3, Part C eligibility ends by law. Not the end of the school year. Not when a convenient IEP meeting can be scheduled. The birthday. ^[1]

What replaces it is Part B of IDEA, the section covering preschool special education for children ages 3 through 5. Part B is run by local educational agencies, meaning your public school district, not the state agency that ran early intervention. That's a bigger shift than most parents expect. Same federal law, completely different system.

The providers often change. The setting often changes. The coordinator who knew your family moves out of the picture. And the eligibility categories used to qualify a child under Part B differ from the "developmental delay" catch-all that most EI programs lean on. A child who qualified easily for EI might need to fit a more specific category under Part B, or re-qualify under a developmental delay category that your state may or may not extend to preschoolers.

None of this has to be a crisis if you know it's coming. The law requires the transition to be planned well in advance.

When does the transition planning process have to start?

Federal law sets a floor. The transition conference must happen no later than 90 days before the child's third birthday. ^[1] Many states require it earlier, at 27 months or even 24 months. Your service coordinator has to convene this meeting, and the school district must be invited.

Ninety days goes fast. If your child's birthday is in February, you should be getting a call from your service coordinator by early November at the latest. If November passes and nobody has reached out, call them. Don't wait.

The transition conference is not the IEP meeting. It's a planning meeting to figure out what evaluations the school district needs to do, what timelines apply, and what the family needs to understand about the new system. The actual evaluation for Part B eligibility, and then the IEP meeting if the child qualifies, come after that.

Here's the part that trips families up. If the evaluation isn't done and the IEP isn't in place by the child's third birthday, there can be a gap in services. The school district has 60 days from the date parental consent is given to complete its evaluation. ^[2] So the earlier you give consent, the better your odds of having services in place on day one.

How is preschool special education eligibility different from early intervention eligibility?

This is where a lot of families get blindsided. Early intervention eligibility under Part C is broad. Most states qualify children who show a certain percentage delay in one or more developmental areas, often 25 percent or 33 percent, or who have a diagnosed condition with a high probability of causing delay. ^[1]

Part B eligibility for preschoolers is more specific. To receive a preschool IEP, a child must meet one of the 13 federal disability categories: autism, speech or language impairment, developmental delay (if the state opts into this category for ages 3-9), intellectual disability, and so on. ^[2]

Here's the catch. "Developmental delay" as a category under Part B is optional for states, not required. And even states that allow it often define it more narrowly than their EI programs did. The American Speech-Language-Hearing Association reports that children with speech and language disorders are the largest group receiving special education services, with speech or language impairment accounting for about 17 percent of students with disabilities served under IDEA. ^[3] But a child who was in EI mainly for a general delay might not clear the specific threshold for "speech or language impairment" under Part B criteria.

This doesn't mean your child gets left without help. It means the school district's evaluation has real stakes, and you should understand what they're measuring and why. You have the right to request an independent educational evaluation (IEE) at public expense if you disagree with the district's findings. ^[2]

If your child has been working with a speech therapist through EI, ask them directly: based on what you've seen, which Part B category is my child most likely to qualify under? They can't make the determination, but they can help you understand what the evaluation will look for. Learn more about how speech therapy works and what evaluators assess.

What does the preschool IEP evaluation process look like?

Once you give written consent for the evaluation, the school district has 60 days to complete it (some states set shorter timelines). ^[2] The evaluation team usually includes a school psychologist, a speech-language pathologist, and sometimes an occupational therapist, physical therapist, or special education teacher depending on the child's needs.

They'll review your child's existing records from early intervention, which you should bring or have sent over. They may observe your child in a familiar setting. They'll run standardized assessments. And they'll talk to you.

The evaluation has to cover every area of concern, more than one. It must be conducted in your child's primary language or mode of communication. If your child uses AAC, the evaluation team needs to know that going in. You can read more about AAC devices and how to tell the school about your child's current system.

After the evaluation, the team holds an eligibility meeting. If your child is found eligible, an IEP meeting follows, often the same day or shortly after. The IEP must be in effect by the child's third birthday if at all possible. ^[1]

If your child is found ineligible, you have the right to challenge that decision through mediation, a state complaint, or a due process hearing. These are real options, more than legal fine print.

How is an IEP different from an IFSP?

In early intervention, your child's services ran on an Individualized Family Service Plan (IFSP). The preschool world runs on an Individualized Education Program (IEP). The difference isn't just the name.

The shift from family-centered to child-centered is real and noticeable. The IFSP was built around supporting your whole family to help your child. The IEP is built around your child's educational goals. That's not worse, just different. The school won't be a partner in the same informal, drop-in way your EI coordinator might have been.

Goals change too. IFSP outcomes are often broad and functional, like "Mia will request items during play." IEP goals are more measurable and tied to educational contexts, like "Student will use a target word or picture symbol to request preferred items in 4 out of 5 opportunities across three consecutive sessions."

If your child has been using a specific communication strategy through early intervention, make sure those strategies get written into the IEP as accommodations or goals, more than mentioned out loud in the meeting.

What setting will my child be in for preschool special education?

Federal law requires that children with disabilities be educated in the least restrictive environment (LRE) appropriate for their needs. ^[2] For preschoolers, this usually means one of a few settings.

Some children go to an inclusion preschool classroom where most kids are typically developing and the child with the IEP receives services inside that classroom. Some go to a special education preschool classroom, either a reverse-inclusion model (where a few typical peers join the class) or a self-contained class. Some children get services in community preschool settings, or even at home if that's the right fit.

LRE doesn't mean every child must be in a general education setting. It means the placement has to be as integrated as possible given the child's actual needs. If your child has significant support needs, a specialized preschool classroom with a high staff ratio might genuinely be the right room, and that can be a good thing.

The placement decision happens at the IEP meeting, and you are a member of the IEP team. You can disagree with the proposed placement and request a different one. The district doesn't get to decide this alone. Put your concerns in writing if you disagree.

Will my child's speech therapy continue, and will it look the same?

Not necessarily. EI speech therapy often happens in the home, with a therapist who works closely with parents and folds into the family's daily routines. School-based speech therapy under Part B usually happens at school, often in a pull-out model (your child leaves the classroom for 30-minute sessions), though push-in therapy inside the classroom is also common and often preferred by speech-language pathologists for young children.

The American Academy of Pediatrics recommends that speech-language intervention for young children be built into natural routines and that parents get coaching to carry strategies into daily life. ^[4] School-based models don't always do this as consistently as EI did. That's not a knock on school SLPs, who are usually juggling large caseloads. It's a structural reality you should plan for.

Frequency often shifts too. A child might have had two or three home visits per week in EI and find the IEP offers two 30-minute sessions per week in school. That can feel like less, even if the minutes are close, because the parent coaching piece shrinks. Ask at the IEP meeting what role you're expected to play at home and what strategies the SLP will hand you.

If your child has apraxia of speech, make sure the IEP team knows this specifically. Apraxia needs a particular kind of intensive, motor-based practice that looks different from general language therapy. You can learn more about childhood apraxia of speech and what to look for in a treatment approach. If your child uses echolalia to communicate, that context matters for setting goals. See echolalia meaning for background on why echolalia is often functional, more than a behavior to erase.

For children with autism, speech goals in the IEP should target functional communication, more than vocabulary size. Learn more about autism spectrum speech therapy to understand what research-supported approaches look like at this age.

What are your rights as a parent during this transition?

Your rights under Part B of IDEA are wide, and worth knowing before you walk into any meeting.

You have the right to take part as a full member of the IEP team. The district can't hold the meeting without you (they must make good-faith efforts to include you). You can bring a support person, an advocate, or an attorney. You can ask to record the meeting in many states.

You have the right to prior written notice, meaning the district must tell you in writing before they change, refuse to change, or propose any evaluation or placement. ^[2] The notice must explain their reasoning and the options they weighed.

You can request an independent educational evaluation at public expense if you disagree with the district's evaluation, though the district can push back through due process. ^[2]

You have the right to request mediation or file a state complaint if the district isn't following the law. Due process is also available, but it's slower and more adversarial. Most disagreements at the preschool level get sorted through direct conversation or mediation.

One underused right: you can request an IEP meeting any time, more than at the annual review. If the services in the IEP aren't working, ask for a meeting. Put the request in writing and keep a copy.

The Wrightslaw website (wrightslaw.com) has plain-language explanations of IDEA rights that many advocates recommend as a starting point.

What if there's a gap in services between EI and the preschool IEP?

Gaps happen. Even when everyone does the job right, a child might turn 3 on a day when school isn't in session, or the evaluation runs long, or the IEP meeting lands two weeks after the birthday. Federal law says the IEP should be in place by the third birthday if at all possible, but it doesn't guarantee that will happen. ^[1]

If a gap is coming, you have a few options. First, see if your EI program can extend services temporarily while the Part B process wraps up. Some states allow this. Many don't. Ask your service coordinator directly.

Second, if your child's third birthday falls over the summer and the district's preschool program doesn't start until fall, ask whether extended school year (ESY) services apply. ESY is for children who would significantly regress without summer services. It's not automatic. The IEP team decides. Ask the question at the IEP meeting, even if the team doesn't bring it up. ^[6]

Third, private speech therapy can bridge a gap if your family can reach it. Some insurance plans cover speech therapy for young children when there's a diagnosis, and Medicaid covers it in many states regardless of school services. Not a perfect fix, but it keeps momentum going.

If you're looking for at-home support to use between therapy sessions during a gap, Little Words offers a speech companion built for neurodivergent kids. Take the quiz to see if it fits your child's current communication stage.

How can parents prepare for the transition conference?

The transition conference is your chance to hand the school district good information and to learn how the evaluation process actually runs in your district. Go in with a plan.

Bring or request all existing EI records: the current IFSP, recent progress notes, evaluation reports, and any reports from outside providers (private SLP, OT, developmental pediatrician). The school district's evaluation team gets better data to work with, and you have documentation if a dispute ever comes up.

Write down your concerns before the meeting. Not a list of complaints. A list of what matters most for your child right now. What communication goals are being worked on? What settings does your child do well in? What's hardest? The transition conference is partly an intake, and your observations carry weight.

Ask these specific questions at the transition conference:

• What disability categories does your district typically identify for children with speech and language delays?
• Who will conduct the speech-language evaluation, and what assessments will they use?
• What's the timeline from consent to evaluation to IEP meeting?
• If my child's birthday is on a weekend or during a break, how do you handle the IEP start date?
• What does your preschool special education program look like, and can I visit?

A site visit before the IEP meeting is completely reasonable to request. Seeing the classroom lets you weigh in on placement with real information instead of a description.

What happens at the IEP meeting itself?

The IEP meeting is where the team, including you, writes the plan that will govern your child's services. By law, the IEP must include present levels of performance, annual goals, the specific services to be provided (type, frequency, duration, location), and any accommodations or modifications. ^[2]

For a 3-year-old with speech and language needs, the speech-language portion of the IEP should spell out:

• How many minutes of speech therapy per week
• Whether it's individual or group (or both)
• Whether it's pull-out, push-in, or a mix
• What communication supports will be provided (AAC devices, visual schedules, etc.)
• Goals written in measurable terms with a clear baseline

Don't sign the IEP at the meeting if you need more time to read it. You can take it home. You can also consent to some parts and not others. Signing the IEP means giving consent for placement, so read it before you sign.

After the IEP is in place, request a copy right away. Keep your own file. Schools are legally required to give you a copy, but it's faster to ask on the way out.

Once services start, watch the first few months closely. Progress notes should come home regularly. If the goals don't seem right or the services aren't happening as written, request a meeting sooner rather than later. For children who need intensive communication support, Little Words can add to what the IEP provides at home. Take the quiz to check fit.

What if my child doesn't qualify for a preschool IEP?

This happens, and it's genuinely hard when it does. A child who had EI services for two years might not meet Part B eligibility thresholds because the intervention worked, or because the school district's evaluation is less sensitive than the early intervention system, or because your state's eligibility definitions are strict.

If your child doesn't qualify, you still have options. First, you can request an independent educational evaluation at public expense and have the results considered by the district. ^[2] Second, some districts offer general preschool programs or "developmental kindergarten" options that aren't IEP-based but still provide support. Ask what's available.

Third, a Section 504 plan might apply if your child has a disability that substantially limits a major life activity even without meeting special education eligibility criteria. Speech is a life activity. Section 504 doesn't provide specialized instruction, but it does require accommodations. ^[8]

Fourth, private speech therapy stays an option if the family can reach it through insurance or Medicaid. The Medicaid Early and Periodic Screening, Diagnostic, and Treatment (EPSDT) benefit covers medically necessary speech therapy for children under 21 in all states. ^[5] If your child has a Medicaid card, ask your pediatrician for a referral.

And check in with your child again. If concerns persist at age 4, you can request a new evaluation from the school district at any time.

Frequently asked questions

At what age does early intervention end?

Early intervention under Part C of IDEA ends on a child's third birthday, by federal law. There's no grace period. If the IEP process isn't complete by that date, there can be a gap in services. That's why the transition conference is supposed to happen at least 90 days before the third birthday, so the school district has time to evaluate and plan.

Does my child automatically get an IEP when early intervention ends?

No. A new evaluation by the school district is required, and your child must meet Part B eligibility criteria to receive a preschool IEP. Part B has different eligibility standards than Part C. Even children who qualified easily for EI may need a specific diagnosis or category to qualify under Part B. Give consent for the evaluation as early as possible.

Can I keep my child's EI speech therapist for the preschool IEP?

Probably not. EI therapists are employed by the EI system, not the school district. Once your child moves to Part B, services come from school district employees or contractors. You can share the name of your EI SLP with the school district in case they want to consult, and you can continue private therapy alongside school services if you want to keep that relationship.

What is a transition conference and who has to attend?

The transition conference is a required meeting, with the family and the school district both present, to plan the shift from early intervention to preschool special education. Your EI service coordinator must invite the school district. The meeting reviews the child's current status, explains the Part B evaluation process, and sets timelines. It's not the IEP meeting, it's the planning step that comes before.

How long does the school district have to complete the evaluation?

Under IDEA, the school district has 60 days from the date you give written consent to complete the evaluation. Some states have shorter timelines. The clock starts when you sign the consent form, not when you first contacted the district. Give consent as soon as possible after the transition conference if you want services in place by your child's third birthday.

What if my child's third birthday is in the summer?

Ask specifically about summer services at the IEP meeting. If your child would significantly regress over summer without services, they may qualify for extended school year (ESY) services. This isn't automatic; the IEP team has to determine eligibility. Don't assume summer will be covered. Raise it explicitly, and if the team declines, ask them to document why.

What is the least restrictive environment for a preschooler?

Least restrictive environment (LRE) means the school must educate your child alongside non-disabled peers to the maximum appropriate extent. For preschoolers, this often means an inclusion classroom or a community preschool with support, if appropriate. A self-contained special education classroom can also be the right LRE if the child's needs require more intensive support. The determination is individual, not a blanket policy.

Can I disagree with the school district's evaluation results?

Yes. If you disagree with the district's evaluation, you can request an independent educational evaluation (IEE) at public expense. The district can either agree to fund the IEE or challenge your request through due process. The results of an IEE must be considered by the IEP team. Document your disagreement in writing and cite specific concerns with the evaluation methodology or findings.

What speech goals should a preschool IEP include?

Good IEP speech goals are measurable, tied to a specific baseline, and connected to functional communication in educational settings. They should specify the target skill, the condition (when and where), the criterion (how often or how accurately), and the timeframe. Goals might address requesting, commenting, answering questions, following directions, articulation, or using AAC. Vague goals like 'improve communication' are not sufficient and you can ask for revision.

Does Medicaid cover speech therapy if my child doesn't qualify for a preschool IEP?

Yes. The Medicaid EPSDT benefit (Early and Periodic Screening, Diagnostic, and Treatment) covers medically necessary speech therapy for children under 21 in all states, regardless of school eligibility. If your child has Medicaid coverage and a physician referral, speech therapy can be billed through Medicaid. Contact your state Medicaid office or your child's pediatrician to start the referral process.

What documents should I bring to the transition conference?

Bring your child's current IFSP, the most recent IFSP progress notes, all evaluation reports from the EI program, any reports from private providers (SLP, OT, developmental pediatrician), and a written summary of your current concerns. Having these documents ready helps the school district's evaluation team start with full context and reduces the chance of the process starting from scratch.

Can I request speech therapy services over the summer between EI and preschool?

Some states allow EI services to continue past the third birthday if the IEP isn't yet in place, but most don't. Extended school year services through the IEP can cover summer for qualifying children. Private therapy or Medicaid-funded therapy can also bridge a gap. Ask your EI coordinator what your state allows and ask the school district about ESY before the IEP is finalized.

How often will my child's IEP be reviewed?

The IEP must be reviewed at least annually, but you can request a meeting at any time if you have concerns. Progress on IEP goals must be reported to parents at least as often as report cards are issued to general education students, typically every quarter. If your child isn't making expected progress, that's grounds for requesting an IEP meeting to adjust goals or services.

What's the difference between Part B and Part C of IDEA?

Part C covers early intervention for children birth through age 2 and is administered by state early intervention programs. Part B covers special education for children ages 3 through 21 and is administered by local school districts. Both are part of IDEA, but the eligibility criteria, service delivery models, team structures, and parent rights documents are different. The transition from Part C to Part B is the shift families face at age 3.

Sources

1. U.S. Department of Education, IDEA Part C (Early Intervention Program for Infants and Toddlers with Disabilities): Part C eligibility ends on the child's third birthday; transition conference must occur no later than 90 days before that birthday
2. U.S. Department of Education, Building the Legacy: IDEA 2004, Part B regulations: School district has 60 days from parental consent to complete evaluation; IEP must include specific services, goals, placement in LRE; parents have right to IEE at public expense; 13 federal disability categories govern Part B eligibility; prior written notice requirements
3. American Speech-Language-Hearing Association (ASHA), Special Education: Speech or language impairment accounts for approximately 17 percent of students with disabilities served under IDEA, making it the largest single category
4. American Academy of Pediatrics, Policy Statement: Early Intervention, IDEA Part C Services, and the Medical Home: AAP recommends speech-language intervention embedded in natural routines with parent coaching for young children
5. Medicaid.gov, Early and Periodic Screening, Diagnostic, and Treatment (EPSDT): EPSDT benefit covers medically necessary speech therapy for children under age 21 in all states
6. U.S. Department of Education, Office of Special Education Programs, IDEA Data Center: Extended school year (ESY) services are available under Part B when a child would significantly regress without summer services; ESY is not automatic and must be determined by the IEP team
7. ASHA, Preschool Language Disorders (Practice Portal): Service delivery for preschool-age children should address functional communication and include family involvement; pull-out and push-in models both used in school settings
8. National Center for Learning Disabilities, A Parent's Guide to IDEA: Parents are full members of the IEP team and can disagree with placement decisions; Section 504 may apply to children who don't qualify for special education
9. ASHA, Childhood Apraxia of Speech (Practice Portal): Apraxia of speech requires motor-based intensive intervention distinct from general language therapy; must be documented in IEP goals and services
10. U.S. Department of Education, Questions and Answers on Individualized Education Programs, Evaluations, and Reevaluations: IEP must be reviewed at least annually; progress must be reported to parents as often as reports are issued to non-disabled students