Turning Three: What Families Are Often Surprised to Learn about Speech and Language Therapy Services

As children approach their third birthday, families receiving early intervention for speech and language services, often through Inland Regional Services or from clinic-based speech and language therapy, experience an important transition. Services can change once a child moves from early intervention into the school system. Understanding what shifts, and why, can help families feel more prepared and supported.

Early Intervention and the IFSP

Children from birth to age three who qualify for early intervention receive services through an Individualized Family Service Plan (IFSP). The IFSP is family-centered and focuses on supporting a child’s development within everyday routines and natural environments. Families are active members of the team, and goals are based on both developmental needs and family priorities.

A key part of early intervention is transition planning. Beginning as early as six to nine months before a child’s third birthday, the IFSP team works with families to plan next steps. At least 90 days before age three, a transition plan is developed, and with parent consent, the child may be referred to the local school district to determine whether school-based services may be needed. Because timelines are closely tied to a child’s third birthday, waiting to begin the transition process can delay evaluations and the start of school-based services.

What Happens At Age 3?

Once a child turns three, speech and language services provided through schools are governed by the Individuals with Disabilities Education Act (IDEA) and follow an education model. Unlike early intervention or clinic-based services, which focus on treating developmental delays, school-based services are provided when a child’s communication needs impact their ability to access, participate in, or make progress in learning.

When a child is referred, the school district will request parental consent to evaluate. If there are other areas of suspected disability in addition to speech and language, those should be addressed in the assessment plan. Evaluations typically occur in the months leading up to the third birthday. If a child is found eligible, an Individualized Education Program (IEP) is developed, and services begin no later than the child’s third birthday. Some children move from an IFSP to an IEP, while others exit early intervention.

The Lens to Eligibility Changed

Under IDEA, teams consider whether:

• A disability is present
• The disability adversely affects educational performance
• Specialized instruction or related services are needed

Because eligibility is educationally based, some children who benefited from early intervention or clinic-based speech and language therapy may not qualify for school-based services at age three.

Preparing for the Transition

Families can support a smoother transition by:

• Keeping records from early intervention (IFSPs, evaluations, etc.)
• Asking questions and sharing priorities during meetings
• Planning ahead for timelines, scheduling, and preschool or child-care options
• Remembering that participation, collaboration, and communication are key

A Shared Goal

Transitions can feel overwhelming, but families are not navigating them alone. Whether through an IFSP, an IEP, or clinic-based services, school districts and community partners share the same goal: supporting children’s communication skills so they can learn, connect, and thrive as they grow.

These questions and transitions are explored further in a recent CAHELP Fostering Futures podcast episode "Episode 18 - What Happens to Speech Services at Age Three?" sharing insights for families moving from early intervention or clinic-based services into school‑age speech and language services.