Goals of Transition Plans

1. Goals of Transition Plans • To ensure continuity of services • To minimize disruptions to the family system by facilitating adaptation to change • To ensure that children are prepared to function in the receiving program • To fulfill the legal requirements of federal legislation - Mark Wolery, 1989

2. Types of Transition • Hospital to home/infant services: I) understanding the infant's condition Ii) caregiving responsibilities Iii) self-esteem and confidence Iv) decisions about services • Infant program to preschool I) continuity of services Ii) adapting to change Iii) adjusting to new program expectations

3. Preschool Preparation and Transition:- Kilgo, Richard, & Noonan Parent Needs Assessment: (1) Future planning (2) Need assistance to meet future planning (3) Need for information (4) Need for support (5) Specific Skill Issues (6) Parent awareness/knowledge about LRE • Parent Education • Transition and Support Planning

4. More Transition Types • Preschool to kindergarten A)transition planning must be: (1) individualized for child and family (2) initiated before the child enters the classroom (3) reflect the collaborative efforts of the family and professionals B) both sending and receiving programs must be prepared (1) identifying and removing boundaries to physical access (2) identifying and obtaining in-service training and technical assistance for staff (3) identifying and obtaining special materials and equipment (4) developing a working plan • Special education to regular education services

5. Factors That Influence Success • Cooperation between state & local agencies • Interagency agreements • Shared philosophies • Time for planning • Formal communication • Education of families • Cooperation between sending and receiving program providers

6. Education of Families • Inform families about anticipated transitions • Families can initiate transitions • Supply with comprehensive information about the transition process • Give opportunities to visit programs • Encourage joint meetings with sending and receiving agencies • Promote single point of contact at each site: service coordinator

7. Critical Information From Receiving Agency • The number of children and staff in the setting • The amount of time allocated to various activities • The level of teacher involvement in the various activities • Number of children participating in each activity • Type of seating provided • Typical response demands of the activity • Teacher expectations related to independent work behaviors

8. Role of Sending Agency • Preparation of child: • Does the child have the skills necessary to be successful (checklist)? • Lesson the differences between the sending and receiving programs by: • Field trips to the new school • Reading stories about the fun of new adventures and new friends • Helping the children create a scrapbook about kindergarten • Role playing "going to the new school" • Invite kindergarten teachers to visit the class

9. Follows general rules and routines Expresses wants and needs Cooperates with /helps others Complies with directions given by adult Shares materials/toys with peers Takes turns Interacts verbally with adults Interacts verbally with peers Focuses attention on speaker Makes own decision Child Skills

10. IEP Components • A statement of the child’s present levels of educational performance. Including: • How the child’s disability affects involvement and progress in the general curriculum • B. For preschool children the disability affects the child’s participation in appropriate activities • A statement of measurable annual goals, including benchmarks or short-term objectives relate to: a. Meeting the child’s needs that result form the disability to enable the child to be involved in and progress in the general ed curriculum b. Meeting each of the child’s other educational needs that result for the disability

11. IEP Components (2) • Statement of the special education and related services and supplementary aids an services to be provided. • An explanation of the extent to which the child will NOT participate in the regular classroom activities. • A statement of. • Individual modification of assessments. • If the child will not participate in assessments why and how the child will be assesses.

12. IEP Components (3) 6. The projected date for the beginning of the services and modification described in part 3 and the anticipated frequency, location, and duration of the services. 7. A statement of: • How the child’s progress toward the annual goals will be measured. • How the child's parents will be regularly informed of progress toward annual goals and the extent to which that progress is sufficient to enable the child to achieve the goals by the end of the year.

13. References Bruder, M. B., & Chandler, L. (1996). Transition. In S. Odom & M. E. McLean (Eds.), Early Intervention/Early Childhood Special Education: Recommended Practices, (pp. 287-307). Austin, TX: Pro-ed. Hanline, M. F. (1993). Facilitating integrated preschool service delivery transitions for children, families, and professionals. In C. A. Peck, S. L. Odom, D. D. Bricker (Eds.), Integrating young children with disabilities into community programs. Baltimore, MD: Paul H. Brookes Noonan, M. J., & McCormick, L. 1993). Early intervention in natural environments: Methods and procedures, (pp. 349-374). Pacific Grove, CA: Brooks/Cole Publishing Co. Wolery, M. (1989). Transition in early childhood special education: Issues and procedures. Focus on Exceptional Children, 22, 1-16.