Birth to Age 3 • Ages 3 to 5: Transition to School • Elementary School • Middle School • High School: Transition to Adulthood • Adulthood
Worried About Your Preschooler?
Many parents don’t think anything of a “quirky baby” or a “late talker” and have no worries about their little one. When you understand what autism is and what autism means however, the pattern of differences that is part of autism can be clearly seen around age two to four. Especially when a child is around other kids at preschool or daycare, important differences become more noticeable. Parents, teachers or staff may notice these differences and become concerned.
When we see the features of autism in a preschool age child, we notice that the child is not doing things we expect them to do, and is doing unexpected things. For example, we expect children to play with toys. We do not expect children to line their toys up in a row instead of playing with them.
One of the first things you can do to help your preschool-age child who is diagnosed with autism is to be sure you understand the social, communication, behavior, sensory, physical and cognitive/learning differences that are part of autism. You need to know how each of these features affects your child because he or she will probably need help to develop in each of these areas. Adults need to work together and make a plan to help the child with autism learn new skills and make progress in all areas of development.
When we see the features of autism in a preschool age child, we notice that the child is not doing things we expect them to do, and is doing unexpected things. For example, we expect children to play with toys. We do not expect children to line their toys up in a row instead of playing with them.
One of the first things you can do to help your preschool-age child who is diagnosed with autism is to be sure you understand the social, communication, behavior, sensory, physical and cognitive/learning differences that are part of autism. You need to know how each of these features affects your child because he or she will probably need help to develop in each of these areas. Adults need to work together and make a plan to help the child with autism learn new skills and make progress in all areas of development.
Not Sure if Your Preschooler Has an Autism Spectrum Disorder?
If you are not clear about what autism is, or if your child does not have a diagnosis, you will want to read the section on this website called Birth to Age 3, then come back to this page. Look at the Picture Dictionary of Child Development that focuses on how young children learn to relate to others, communicate and play. After you read it, you can use the Picture Dictionary Checklist to make notes about any differences that you may see in your child. The checklist has room to write down your examples, questions and concerns. You can then discuss these things with a pediatrician or other professional. Birth to Age 3 section.
Special Education for Children of Pre-School Age.
Many people think of “pre-school” as an optional experience for a child’s personal development. In reality, preschool is the perfect time to actively treat autism! Research and experience show that young children can develop and grow significantly with comprehensive educational programs and therapeutic treatment to address their needs.
In fact, parents may be surprised to know that federal educational law known as IDEA law requires all states to provide an appropriate education, at no cost parents, to eligible children with disabilities, from the age of 3. This means that a child with autism may be entitled to receive the specialized education supports and services that he needs to learn and develop. These policies reflect the importance of providing education and support services to help a young child at this crucial developmental stage, and address the special needs of the child that arise from his or her disability.
There is a process in which families and the local education agency (usually the school district) can develop an Individual Education Program (IEP) for the child. Assessments are done to discover the needs of the child and determine if the child is eligible for special education. If the answer is YES, goals are written to support the child in learning what other children of the same age are learning. Services and supports are provided to help the child meet her goals. The IEP must be ready to go on the day of the child’s third birthday.
In fact, parents may be surprised to know that federal educational law known as IDEA law requires all states to provide an appropriate education, at no cost parents, to eligible children with disabilities, from the age of 3. This means that a child with autism may be entitled to receive the specialized education supports and services that he needs to learn and develop. These policies reflect the importance of providing education and support services to help a young child at this crucial developmental stage, and address the special needs of the child that arise from his or her disability.
There is a process in which families and the local education agency (usually the school district) can develop an Individual Education Program (IEP) for the child. Assessments are done to discover the needs of the child and determine if the child is eligible for special education. If the answer is YES, goals are written to support the child in learning what other children of the same age are learning. Services and supports are provided to help the child meet her goals. The IEP must be ready to go on the day of the child’s third birthday.
Skills to Build.
In the preschool years children learn many important skills. Parents will want to speak up and help the educational team focus on the development of:
Effective communication with adults and other children using speech or augmentative communication devices. This includes basic reciprocity (give-and-take), initiating, responding and relating.
Social skills for play and learning such as responding to the initiations of other children, sharing, taking turns, waiting, giving objects on request, and pretend play.
Self care skills such as eating, dressing, washing hands and face and using the toilet.
Readiness skills such as paying attention, shifting attention, handling school materials, following directions, completing simple routines, following simple lists to complete tasks.
Academic skills such as learning that print has meaning, pre-reading skills, understanding number use, categorizing, comparing, etc.
Self awareness skills such as knowing how to seek appropriate sensory input, asking for a break when needed, moving away from bothersome stimulus
Safety skills such as traffic awareness, informing others of intent to leave the area, seeking adult support to leave a building or area, safe handling of objects, learning how high to climb and jump (and what is too high!), waiting where told to wait, coming when called, stopping when being asked to stop
Gross motor skills such as running, jumping, climbing, playing with balls and other toys, sitting in chairs and at tables and desks
Fine motor skills such as coloring, painting, tearing, pasting, cutting, writing, drawing, manipulating small objects, assembling
“Fitting in” skills such as moving around the building quietly, following directions given to the whole group, waiting in line for a turn, and understanding schedules and schedule changes.
Effective communication with adults and other children using speech or augmentative communication devices. This includes basic reciprocity (give-and-take), initiating, responding and relating.
Social skills for play and learning such as responding to the initiations of other children, sharing, taking turns, waiting, giving objects on request, and pretend play.
Self care skills such as eating, dressing, washing hands and face and using the toilet.
Readiness skills such as paying attention, shifting attention, handling school materials, following directions, completing simple routines, following simple lists to complete tasks.
Academic skills such as learning that print has meaning, pre-reading skills, understanding number use, categorizing, comparing, etc.
Self awareness skills such as knowing how to seek appropriate sensory input, asking for a break when needed, moving away from bothersome stimulus
Safety skills such as traffic awareness, informing others of intent to leave the area, seeking adult support to leave a building or area, safe handling of objects, learning how high to climb and jump (and what is too high!), waiting where told to wait, coming when called, stopping when being asked to stop
Gross motor skills such as running, jumping, climbing, playing with balls and other toys, sitting in chairs and at tables and desks
Fine motor skills such as coloring, painting, tearing, pasting, cutting, writing, drawing, manipulating small objects, assembling
“Fitting in” skills such as moving around the building quietly, following directions given to the whole group, waiting in line for a turn, and understanding schedules and schedule changes.
Progress and Priorities.
Children in early childhood and preschool programs should make significant, measurable progress. If a child of this age is not making significant progress, the team needs to meet and make changes! It is easy, but unwise, to blame families or teachers for lack of progress. Instead, teams need to be responsible to adapt programs to meet the individual needs of students until the student is making measurable, important gains.
Parents and staff should remember that the preschool years are a time to “connect” children with autism spectrum disorders to the people around them, and to the environment. Services should be designed to promote interaction from child-to-child as well as from child-to-adult. Progress for children with ASD should include increased social interaction with other children and with several different adults.
An important focus of preschool services is to help the child “fit in” with his peers. Services should be designed to help children with ASD become competent, happy, and productive, and a true part of the group of children with whom they are educated. Parents and staff will want to promote safe, personal expression, respect, and acceptance.
It is important to educate the typical peers of children with ASD even in the preschool years. Children know, even within a few days, that a child with ASD is different. Children will draw their own conclusions about any differences they notice. They may misinterpret their classmate, and have mistaken notions about her. It is important to explain to typical children that their friend with ASD really likes them, wants to be their friend, wants to play and learn, and can be fun to play with. Staff and families can educate the typical children to support true inclusion through the IEP process.
Parents and staff should remember that the preschool years are a time to “connect” children with autism spectrum disorders to the people around them, and to the environment. Services should be designed to promote interaction from child-to-child as well as from child-to-adult. Progress for children with ASD should include increased social interaction with other children and with several different adults.
An important focus of preschool services is to help the child “fit in” with his peers. Services should be designed to help children with ASD become competent, happy, and productive, and a true part of the group of children with whom they are educated. Parents and staff will want to promote safe, personal expression, respect, and acceptance.
It is important to educate the typical peers of children with ASD even in the preschool years. Children know, even within a few days, that a child with ASD is different. Children will draw their own conclusions about any differences they notice. They may misinterpret their classmate, and have mistaken notions about her. It is important to explain to typical children that their friend with ASD really likes them, wants to be their friend, wants to play and learn, and can be fun to play with. Staff and families can educate the typical children to support true inclusion through the IEP process.
More Information.
More information will be added to this page to help you understand the IEP process, legal rights, service options, and the role of the regional center. We will also talk about getting ready for kindergarten! Check back again soon!
Resources (All Documents & Links From This Section)
- Living With Autism PDF Series
- 5 Tips for the Special Education Referral Process
- ADOS and ADRI Tools
- Developmental Concerns in Areas Related to Autism Ages 3 - 5
- Life Journey Through Autism: A Parent’s Guide to Assessment
- Picture Dictionary Checklist
- Picture Dictionary of Child Development
- Process of the Initial Individualized Educational Plan (IEP) Meeting
- Referral Process for Special Education Visual Model
- Why is Having the Right Eligibility Important