*4.1.1 Typical*

*Early Childhood Education*

Identifying issue or concern

**3.5 Challenges and resources**

*Resources for preschool children with special needs.*

**Resources**

**Table 4.**

**Table 3.**

tion (**Tables 3** and **4**).

**4. Primary school**

Preschool lays the foundation for the remainder of a child's school journey. A positive start can set the stage for many happy and fulfilling experiences for everyone involved; a negative beginning can create a rocky road for all participants to travel on during future academic endeavors. When a child with a disability reaches 3 years of age, they will transition from an IFSP to an Individual Education Program (IEP) if they are eligible. This plan will identify goals and services for the child. All services are provided for the child free of charge. Below are common considerations and challenges associated with this age span, suggested actions a caregiver can take to help address the concern, and resources caregivers can use to find more informa-

*"Parents with their words, attitudes, and actions possess the ability to bless or curse* 

Five-year-old children are full of energy and enthusiasm. Typically developing children have a bubbling excitement for being "big" enough to go to "real" school. They have heard so much from their neighbors and siblings about what school days are like that many little ones are anxious to be a part of the official school-kid crowd. Dreams of bus rides, recess games, and eating in the cafeteria are only eclipsed by their parents' anxieties of how things will go. These anxieties can be exacerbated when special needs are present. Depending on the disability, the child's level of excitement can go from nonexistent to hyper-exaggerated. Students with intensive needs may not even be aware that a change is coming or have extreme difficulty adjusting to the change when it does. Those on the autism spectrum may perseverate

*the identities of their children." Craig Hill [19]*

National Autism Association: http://nationalautismassociation.org/ The Council for Exceptional Children: https://www.cec.sped.org/ American Speech and Hearing Association: https://www.asha.org/

*Challenges and actions to identifying and treating diagnoses in preschool.*

**Challenge Action**

Securing support/treatment/therapy/services for child Connect with professional

Coping with emotional stress of having a child with a disability Accept help from friends and family;

Express concerns to pediatrician Get second and third opinions

organizations associated with your

establish a routine and build in time for your own interests and profession

child's diagnosis

Note: it may not be until children reach a school setting that parents and teachers recognize a delay or concern

Interactive Autism Network: https://iancommunity.org/

**260**

Socially and emotionally, typically developing children entering primary school have an interest in other children. They can share and make friends and begin to take "ownership" of their friends. They pay attention to rules and want their opinions to be listened to. Kindergarteners like to sing, dance, and act [10]. In the upper grades of primary school, typically developing students behave in a more independent manner, they are eager to please, and they demonstrate an understanding of knowing right from wrong. They constantly seek attention and approval from adults. They like to please friends and be like their friends [10].
