Early intervention and the age-3 school handoff
Under age 3, most states offer early intervention without an autism diagnosis. At 3, services usually move to the school district. Here is how both systems work, how to avoid a gap at the birthday, and what to do this week.
The short answer
- Early intervention (IDEA Part C) is for children under 3. In most states, a parent can refer their own child — you do not need a doctor’s order or an autism diagnosis.
- Services focus on everyday routines: communication, play, movement, and supporting caregivers — often in the home or childcare.
- Around age 3, eligibility moves to the school system (Part B). Start the handoff conversation months before the third birthday so there is no gap.
- If your child is already over 3, skip Part C and request a school evaluation in writing.
Under 5 — action order
Ages 0–4- If under 3: call your state’s early intervention / Birth to Three line this week. Parent referral is enough in most states.
- If 2.5 or older: ask about transition planning to the school district before the third birthday — months, not weeks.
- If already 3–4: send a written evaluation request to the school district; do not wait for a medical diagnosis.
- Action this week: dated examples notebook; hearing/vision if due; EI or school letter sent and copied.
Changes when you change the age at the top of the page.
If you missed the early window
Ages 5–8- School evaluation and IEP/504 are the main path now.
- Private speech, OT, or developmental support can still run alongside school services.
- Action: written school request if none exists; keep medical checks (hearing, vision, sleep, gut) current.
- Present levels and goals should still reflect communication and regulation — see IEP goals.
Changes when you change the age at the top of the page.
What early intervention is
In the United States, early intervention usually means the IDEA Part C program for children from birth until their third birthday. It is designed for developmental delays and conditions that often involve delay — including autism when identified early.
Services are meant to happen in natural environments (home, childcare), not only clinics. Caregiver coaching is often as important as direct time with the child.
You do not need to wait for a specialist autism diagnosis to start. Screening tools such as the M-CHAT-R can raise concern; signs by age can organise examples; Part C can still open on developmental need.
How to start (under 3)
- Search for your state’s early intervention or Birth to Three contact (every state has one).
- Refer your child. Say you have developmental concerns. You do not need perfect wording.
- Ask the timeline for intake, evaluation, and an IFSP (Individualized Family Service Plan).
- Keep a short dated list of examples (communication, play, sensory, sleep, eating).
- Complete hearing and vision checks in parallel.
- If you are also pursuing a medical autism evaluation, see getting assessed and waiting — run paths together, not one after another.
Parent script for the first call
“I am referring my child, age [X]. I have concerns about [communication / play / sensory / delay]. I want an evaluation for early intervention. What is the next step and the expected timeline?”
What an IFSP should feel like
An IFSP is family-centred. It should name:
- Your priorities (what would make the week easier)
- Outcomes written in everyday language
- Services, frequency, and who delivers them
- Where services happen (home, community)
- How progress will be reviewed
If the plan only adds appointments and the week becomes harder, say so and revise.
What good early support looks like
- Goals tied to real routines (meals, play, bedtime, outings)
- Adults learning strategies they can use every day
- Communication access early — including AAC if speech is limited
- Respect for sensory needs
- Progress you can see at home, not only on a clinic checklist
The age-3 handoff (Part C → Part B) in detail
Near the third birthday, Part C ends. The school district becomes the system that evaluates for special education under Part B and, if eligible, writes an IEP (including preschool special education).
| Part C (under 3) | Part B (from 3) | |
|---|---|---|
| Law | IDEA Part C | IDEA Part B |
| Plan name | IFSP | IEP |
| Focus | Child + family in natural environments | Educational access and specialised instruction |
| Entry | Often parent referral | Written request / Child Find; school evaluation |
| Ends | Third birthday (transition required) | Continues while eligible |
Timeline that prevents gaps
Work backward from the third birthday:
| When | Do this |
|---|---|
| 6+ months before 3 | Ask Part C for the written transition timeline; note the school district Child Find / preschool special education contact |
| 4–6 months before 3 | Contact the district yourself; request evaluation in writing; share IFSP and any medical reports |
| 2–4 months before 3 | Attend transition meeting(s); ask what evaluations the school will run and when eligibility will be decided |
| Before last Part C day | Confirm whether IEP will be in place on or before age 3; if not, ask what interim options exist |
| At 3 | Part C ends — do not assume the school “already knows”; follow up in writing if the IEP is late |
A gap between Part C ending and school services starting is common when families wait for the systems to talk to each other. Assume you are the coordinator.
Written request to the school (template)
I am requesting a comprehensive evaluation for special education eligibility for my child, [name], DOB [date], who will turn three on [date] / recently turned three. We have participated in early intervention / have developmental concerns including [brief list]. Please confirm receipt and the evaluation timeline in writing. Enclosed: [IFSP / reports].
Keep a copy and the date sent. See IEP or 504? for what happens after the request.
If your child is already over 3
Go straight to the school district. A written request for evaluation starts the timeline under IDEA. You do not need to “catch up” Part C first. See the IEP and getting assessed pages.
Coordinating medical assessment and EI
| Concern | Use |
|---|---|
| How to get a clinical autism evaluation | Getting assessed |
| Screening questionnaire (toddlers) | M-CHAT |
| Codes on reports and denials | Diagnostic codes |
| Life while waiting for specialty clinic | Waiting |
| After a diagnosis | First 90 days |
EI and medical evaluation are parallel, not a queue.
Checklist — this month
- State EI / Birth to Three contacted (if under 3)
- Dated examples notebook started
- Hearing/vision planned or done
- IFSP reviewed for real-life goals (if already in EI)
- If within 6 months of age 3: school contacted + written evaluation request
- Reports shared with the next system (with your consent)
- One backup adult who knows the plan
IFSP meeting — three parent questions
- How will we know this is working at home in six weeks?
- What do we do on hard days when the strategy fails?
- Who do we contact if services are missed?
If answers are vague, ask for them in the written plan.
Parent trap to avoid
Assuming the school will automatically continue everything from Part C without your written request.
Questions parents ask after reading this
Use these with your co-parent, teacher, or clinician so the next conversation is concrete.
- What is the single highest-yield change we can make in the next seven days based on this page?
- What should we stop doing that is adding load without helping?
- Who else needs a one-page summary of this plan (school, caregiver, relative)?
- What would “a little better” look like in two weeks so we know the plan is working?
Write the answers down. Plans that live only in your head disappear on hard days.
If you only do three things
- Pick one action from this article and schedule it on the calendar (call, email, or routine change).
- Tell one other adult the plan in one sentence so you are not carrying it alone.
- Revisit this page after two weeks and note what changed — keep, adjust, or drop.
Small completed steps beat perfect unread plans. You are allowed to go slowly and still be a good parent.
Related
Waiting, getting assessed, speech, AAC, IEP, and IEP goals cover the next layers once the door is open.
Questions parents ask
Where this comes from
- IDEA Part C early intervention program overview, US Department of Education.
- IDEA Part B child find and preschool special education framework, US Department of Education.
- CDC and AAP guidance on early identification and intervention.
This is health information, not medical advice. It cannot replace a conversation with your child's doctor.