Many students come into primary school from preschool special education with a label of Developmental Delay – how does this process relate to making the decision on disability at age six?
The response to intervention approach used with young children provides a rich bank of information on a student’s performance rate and gaps, and the intensity of supports needed for the student to progress. In addition to ensuring that the student continues to progress in the preschool curriculum, this evidence can help smooth the transition from pre-school to kindergarten, can help the team make the decision later as to whether the student with developmental delay continues to be a student with a disability, and helps with planning whether or not the student continues to require special education services.
