©2015 cengage learning. all rights reserved. chapter 19 planning transitions to support inclusion

©2015 Cengage Learning.All Rights Reserved.

Chapter 19Planning Transitions to Support

Inclusion


Transition

• What does “transition” mean?The dictionary defines transitions as the process of changing from one form, state, activity, or place to another.


Transitions

• Transition means change.

• It happens in everyone’s lives in many different ways.

• Some of us look forward to change, while others don’t like it.

• Either way, change is a part of life.

• Perhaps one of the best things we can do for our children is teach them to deal with change.


Two Program Transitions

• Transitions during early childhood services (from one program to another) i.e. preschool to kindergarten

• Transition from Early Intervention Services to Preschool Services (from Mental Health ECI to Public School system)


Transitions

• Transition in early intervention services means going from one program to another, such as:– from the hospital to your home, or– from infant-toddler services to preschool services, or– from preschool services to kindergarten.

• These mark what may be the first of many educational transitions. They show the end of one service and the

beginning of another.


In North Carolina

• When a child turns three, responsibility for funding early intervention services changes from the North Carolina Department of Health and Human Services to the Public Schools of North Carolina.

• This transition on the third birthday may involve only a change in who pays for the child’s services.

• However, it may involve new teachers, and different settings.


Five Steps for Accessing Special Education Services from Your Local Education Agency

(Ages 3 to 5 years)• Children who are eligible for special

education related services will begin receiving them from the LEA on their third birthday.

• If the child’s birthday is during the summer, your child’s services will start at the beginning of the next school year.


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 procedures.

• 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 members– 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.


Transition Plan

The transition plan should be written in the IFSP. ThePlan should include the steps necessary for obtainingPreschool Program services at age three or services from other programs. The following should be included:• What type of information parents may need for their child’s

transition or future placements.• What type of support the child may need to succeed.• Any other transition plans including transitions to programs

such as Head Start, Title I Preschool Program, or a child care setting.

• Remember, the transition plan is a guide intended to help make the transition easier for the child and parents.



• Reviewing the outcome and the child’s adaptation to the new program– 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 Services

• 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 Services (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.

Transition to Kindergarten

http://www.negp.gov

Note: The publication Enhancing the Transition to Kindergarten – Linking Children, Families, & Schools is available online at:http://www.fpg.unc.edu/~NCEDL

©2015 cengage learning. all rights reserved. chapter 19 planning transitions to support inclusion

Documents

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