For several years, interventions to facilitate the beginning of the school year focused primarily on preparing children for the start of their first academic school year. An ecological perspective of the transition on the other hand invites all those who surround children with special needs to take action in preparing schools to better accommodate the children and their families, while considering their diversity. Educational continuity is linked to this ecological perspective, supporting home-school-community continuity and school readiness. This article seeks a deeper understanding of educational continuity with regards to children with special needs’ transition to kindergarten needs. After defining educational transition, some strategies are suggested in that regard. These strategies support continuity in the child’s development and a shared responsibility between the community and schools, thereby contributing to the quality of the transition.