Building School Readiness Through Play and Transitions

Preschool involves many transitions: arriving, putting belongings away, moving to circle time, ending play, washing hands, eating, and going outside. A child who enjoys each activity may still struggle when asked to stop one and begin another.

Use visual schedules, countdowns, timers, and “first-then” language at home. You might say, “First shoes, then car,” while showing pictures of both steps. Practice transitions during calm moments instead of introducing every strategy during distress.

Research on early childhood development and intervention supports that children with autism vary in how they communicate, learn, respond to prompts, and participate in routines. Preschool preparation should therefore be individualized around the child’s current abilities, support needs, and everyday environments.

Play can also support school readiness. Practice taking turns by rolling a ball back and forth, adding blocks to a shared tower, or alternating pieces in a puzzle. Keep early interactions short and enjoyable. Parallel play—playing beside another child without direct interaction—also represents meaningful participation.

What Should Families Know About an IEP for Autism?

A medical autism diagnosis does not automatically result in an IEP. After an evaluation, the school team determines whether the child meets special education eligibility requirements and needs specially designed instruction or related services. For an eligible child, the IEP should reflect that child’s individual strengths, needs, goals, services, and educational environment.

Eligible children may receive preschool special education services through an Individualized Education Program. An IEP for autism should describe the child as an individual, not as a collection of diagnostic characteristics.

According to the Learning Disabilities Association of America, a child does not need a formal autism diagnosis to be evaluated for an IEP — families can request an evaluation through their local public school system at any time.

An IEP differs from a 504 plan: an IEP provides individualized special education instruction and related services, while a 504 plan provides accommodations within the general education setting without specialized instruction.

Before the meeting, write down your child’s strengths, communication methods, interests, sensory needs, emerging abilities, and difficult situations. Explain what helps at home and in therapy. A child who follows instructions more easily with pictures, for example, may benefit from similar visual support at school.

The plan may address areas such as:

• Functional communication
• Participation in classroom routines
• Social interaction and play
• Adaptive or self-care skills
• Sensory and behavioral supports

Goals should remain measurable and meaningful. “Improve behavior” does not tell the team what the child needs to learn. A clearer goal might focus on requesting a break, transitioning with a visual cue, or participating in a small-group activity for a defined period.

Families should also ask how teachers will measure progress, how often they will share updates, and what support the child will receive during difficult parts of the day. A well-designed IEP for autism connects goals with the real preschool environment.

Supporting Sensory Comfort and Emotional Regulation

Classrooms can include scraping chairs, fluorescent lights, music, unexpected touch, strong smells, and several conversations happening at once. A child who becomes overwhelmed may cover their ears, withdraw, run away, cry, or lose access to skills they can use comfortably at home.

Share known triggers and calming strategies with the educational team. Helpful accommodations might include headphones, a quieter workspace, movement opportunities, visual warnings, flexible seating, or access to a calm area. Adults should never use a sensory break as a punishment.

A qualitative study of parents’ experiences in inclusive education found that the quality of collaboration with school personnel varied considerably. This reinforces the importance of establishing clear, respectful communication between families and educators before preschool begins.

How ABA Therapy Can Support Preschool Preparation

Applied Behavior Analysis, or ABA therapy, can help children develop individualized skills that make daily routines more accessible. A clinical team may break a complex task into manageable steps, identify why a situation feels difficult, teach a functional alternative, and reinforce progress.

Depending on the child’s needs, ABA therapy may support:

• Following visual routines
• Communicating wants and discomfort
• Moving between activities
• Participating in play or group learning
• Practicing dressing, eating, or bathroom routines

Parents play an essential role. When families and clinicians practice relevant skills across home and community settings, children gain more opportunities to use what they learn. The strongest school readiness plans also involve communication among caregivers, therapists, and educators so the child receives consistent support.

Progress may look different from what you first imagined. Walking into the building with less distress, using a picture to request help, staying near a group for one song, or recovering more quickly after a change can all represent meaningful growth.