Chapter 19 Planning Transitions to Support Inclusion

1. Chapter 19Planning Transitions to Support Inclusion

2. 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.

3. 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.

4. 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

5. Steps in the Transition Process (continued) • 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.

6. Steps in the Transition Process (continued) • 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

7. Steps in the Transition Process (continued) • 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

8. Steps in the Transition Process (continued) • 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

9. Steps in the Transition Process (continued) • 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.

10. Steps in the Transition Process (continued) • 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)

11. 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.

12. 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.

13. Transition from Early Intervention Services to Preschool (continued) • 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.

14. Transition from Early Intervention Services to Preschool (continued) • 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.

15. Transition from Early Intervention Services to Preschool (continued) • 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.

16. Transition from Early Intervention Services to Preschool (continued) • 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.

17. Transition from Early Intervention Services to Preschool (continued) • 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.

18. 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.

19. 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.