EDU 221 Children With Exceptionalities

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Chapter 19
Planning Transitions to Support
Inclusion

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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.

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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.

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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

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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.

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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

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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

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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

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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.

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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)

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.