chapter 19 planning transitions to support inclusion

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Chapter 19Planning Transitions to Support

Inclusion


Transitions during Early Childhood Services

• Children need to be prepared to move from one setting to the next.

• This should not be rushed if at all possible.

• Planning needs to occur to avoid duplication in testing, to prepare the new teachers, and to allow the parents time to adjust to the new schedule and expectations.


Steps in the Transition Process

• Develop a planning team.

• Set goals.

• Define roles for the family and sending and receiving programs.

• Write the transition plan and procedure.

• Review the outcome of the transition and the child’s adaptation to the new program.


Steps in the Transition Process (continued)

• Developing a planning team– Family members– Teachers who are currently working with the

child– Therapists involved– New teacher, if possible



• Setting goals– Have a good understanding of the curriculum

in the new program.– Combine that with the current level of

performance to write goals.– Identify challenges and solutions.



• Roles of team member– Role of the sending program:

• Work with the receiving program on skills the child is expected to have

• Identify needed areas• Work with child on new expectations• Prepare parents for new environment



• Roles of team members– The role of the receiving program:

• Visit with the child, family, and former teacher• Explain the philosophy and goals of your facility• Ask questions about the child’s strengths and

needs• Set up a communication strategy• Evaluate progress in meeting new transition goals



• Roles of team members– The role of parents:

• Seek out program options• Visit the different ones (if there is a choice)• Express concerns• Be clear about expected outcomes• Ask about communication strategies• Inform center of cultural norms



• Writing the transition plan and procedures– Time should be spent on writing goals for the

transition process.– Plans should be in place to work with the child

entering the program on his or her IEP.– Evaluations should be in place to monitor

progress.



• Reviewing the outcome and the child’s adaptation– The process should include addressing such

questions as:• Is the child adjusting to the program? • How do the parents feel about the program? • Does the receiving staff require additional

information or training? • Are transition goals being met? (Minor, 2002)


Transition from Early Intervention Services to Preschool

• Changes in service delivery models and plans– Early intervention is done in the home.– Preschool is done in a center.– IFSPs are now rewritten to become IEPs.– Differences in eligibility.– Differing roles for the family.– Program philosophy.– Reduction of services.


Transition from Early Intervention Services to Preschool (continued)

• Legal requirements of transition– Amend IFSP to include transitions.– Give parents information about transitions.– Prepare the child.– Ensure continuity of services.– Send record to new agency.



• Developing the transition plan– A meeting must take place six months to 90

days before the third birthday.– A meeting must occur even if the child is no

longer eligible for services.– Preschool options are discussed.– An IEP is written and in place by the third

birthday.



• Preparing children for transition– Help the child by working on transfer of skills.– Readiness skills are also key.– Prepare the child for the new class by reading

books.– Visit the new school.– Begin with short days and build.



• Ensuring continuity of services– It is illegal to place children on a waiting list if

they are eligible for services.– If a child’s birthday falls over the summer, late

spring, or early fall, this needs to be considered.

– Services cannot lapse.



• Transferring records– Records need to be transferred to the new

setting.– A parent can request to see the records and

remove irrelevant items.– This must happen in a timely manner before

the child arrives.



• Specific considerations for children moving to inclusive settings– It may the first time that the child is in a group

setting.– Parents may feel stress over their child being

with others who can do more.– Staff may not know what to do or how to do

for the child with disabilities.– Services vary from community to community.


Transition to Kindergarten

• There is no legal mandate for transition, but it is highly recommended.– Transition planning:

• Plan transition in the spring.• Identify options by visiting future programs.• Prepare the child.• Enter Kindergarten.


Transition to Kindergarten (continued)

– Transition planning (continued):

• Implement informal support services.– Communicate with the family.– Communicate with the former program.

• Evaluate the transition and child adjustment.

chapter 19 planning transitions to support inclusion

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