Chapter19 allen7e

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EDU 221 Children With Exceptionalities

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Chapter19 allen7e

  1. 1. ©2012 Cengage Learning. All Rights Reserved. Chapter 19 Planning Transitions to Support Inclusion
  2. 2. ©2012 Cengage Learning. All Rights Reserved. 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. 3. ©2012 Cengage Learning. All Rights Reserved. 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. 4. ©2012 Cengage Learning. All Rights Reserved. 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. 5. ©2012 Cengage Learning. All Rights Reserved. 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. 6. ©2012 Cengage Learning. All Rights Reserved. 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. 7. ©2012 Cengage Learning. All Rights Reserved. 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. 8. ©2012 Cengage Learning. All Rights Reserved. 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. 9. ©2012 Cengage Learning. All Rights Reserved. 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. 10. ©2012 Cengage Learning. All Rights Reserved. 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. 11. ©2012 Cengage Learning. All Rights Reserved. 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. 12. ©2012 Cengage Learning. All Rights Reserved. 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. 13. ©2012 Cengage Learning. All Rights Reserved. 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. 14. ©2012 Cengage Learning. All Rights Reserved. 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. 15. ©2012 Cengage Learning. All Rights Reserved. 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. 16. ©2012 Cengage Learning. All Rights Reserved. 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. 17. ©2012 Cengage Learning. All Rights Reserved. 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. 18. ©2012 Cengage Learning. All Rights Reserved. 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. 19. ©2012 Cengage Learning. All Rights Reserved. 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.

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