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When developing IEPs for preschool and secondary transition-age (13+yrs) students with disabilities, IEP teams must consider and address additional several age-specific components to ensure FAPE.

Early Childhood

For preschool children receiving special education instructional and support/related services, IEP teams must address three specific areas: the child’s progress on early childhood outcomes (ECO), determine the least restrictive environment, and the plan for the preschool to kindergarten.

Secondary Transition

Secondary transition planning must begin the year the student will turn 14 yrs old or sooner as determined appropriate by an IEP team. IEP teams must assess and address student’s transition needs in the areas of living, learning, and working which will facilitate the child’s movement from school to post-school activities and future environments.