Transitioning to an inclusive foundational preparatory school refers to the process of moving children, including those with disabilities such as hearing impairment, from home, early intervention programs, or specialized settings into mainstream early education environments where they learn alongside their peers without disabilities. The goal of this transition is to provide equitable learning opportunities, promote social interaction, and support holistic development, while ensuring that children with hearing impairment receive the necessary accommodations and supports to participate fully. Inclusive education emphasizes adapting the learning environment, teaching methods, and curriculum to meet the diverse needs of all children, rather than expecting children with disabilities to adjust to rigid structures. This transition requires careful planning, collaboration among educators, families, and specialists, and a focus on the child’s strengths, communication needs, and social-emotional readiness. One strategy to support this transition is the use of individualized support plans, often referred to as Individualized Family Support Plans (IFSPs) or Individualized Education Plans (IEPs) adapted for early childhood settings. These plans are developed collaboratively with input from parents, teachers, audiologists, speech-language pathologists, and other professionals. The plan outlines the child’s specific needs, learning goals,