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

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 servicesInfant program to preschool

I) continuity of services

Ii) adapting to change

Iii) adjusting to new program expectations

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 LREParent EducationTransition and Support Planning

More Transition Types

Preschool to kindergartenA)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

Factors That Influence Success

Cooperation between state & local agencies– Interagency agreements– Shared philosophies– Time for planning– Formal communication

Education of familiesCooperation between sending and receiving

program providers

Education of Families

Inform families about anticipated transitionsFamilies can initiate transitionsSupply with comprehensive information about

the transition processGive opportunities to visit programsEncourage joint meetings with sending and

receiving agenciesPromote single point of contact at each site:

service coordinator

Critical Information From Receiving Agency

The number of children and staff in the settingThe amount of time allocated to various activitiesThe level of teacher involvement in the various

activitiesNumber of children participating in each activityType of seating providedTypical response demands of the activityTeacher expectations related to independent work

behaviors

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

Child Skills

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 turnsInteracts verbally

with adultsInteracts verbally

with peersFocuses attention

on speakerMakes own decision

IEP Components

1. A statement of the child’s present levels of educational performance. Including:a. How the child’s disability affects involvement and

progress in the general curriculumb. B. For preschool children the disability affects the

child’s participation in appropriate activities2. 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

IEP Components (2)

3. Statement of the special education and related services and supplementary aids an services to be provided.

4. An explanation of the extent to which the child will NOT participate in the regular classroom activities.

5. A statement of.a. Individual modification of assessments.b. If the child will not participate in assessments why and

how the child will be assesses.

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:a. How the child’s progress toward the annual goals

will be measured.b. 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.

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.