Transition to School

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Guidelines for families, earlychildhood services and schools


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Transition to school for young children with special learning needs:guidelines for families, early childhood services and schools

1997 NSW Department of School EducationSpecial Education Directorate

Reprinted 1998: NSW Department of Education and Training

Student Services and Equity Programs

3a Smalls Road

Ryde NSW 2112

Phone: 9886 7444

Reprinted 2000: NSW Department of Education and Training

Student Services and Equity Programs

1 Oxford Street

D li h NSW 2010


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Foreword

Through the Early Learning Program, the NSW Department ofEducation and Training aims to promote a positive start to schoolfor young children with disabilities or significant difficulties inlearning or behaviour.

A key focus area in catering for the learning needs of these youngchildren is the establishment of a systematic, dependable, timelyand coordinated process to guide transition to school.

Through collaboration, the family, together with a range of

personnel from school and early childhood settings, needs to planfor the childs smooth entry to school and so maximise opportunitiesfor continuity of programs and learning across settings.

The process described in this document,Transition to school foryoung children with special learning needs, has been developed toaddress this need through a consultative and collaborative process

involving people from a range of departmental agencies, parentsor carers and community groups.

This involvement has ensured that the guidelines are representativeof the needs and concerns of all who are interested in the educationof children in the early years. On the basis of this commitment it isthe expectation of the Department of Education and Training that

the guidelines will be readily adopted and implemented.

The early learning opportunities for young children with disabilitiesor significant difficulties in learning or behaviour will be greatlyenhanced across a range of school settings through the


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Acknowledgement

This document has been produced by the NSW Department ofEducation and Training, in conjunction with and support fromrepresentatives of:

The Department of Community Services

The NSW Department of Health

Early Childhood and Early Intervention Services

Parent and community groups.

Special acknowledgement is also given to members of the EarlyLearning Program Management Committee and the TransitionGuidelines Reference Group. Their expertise and contribution to

the development of these guidelines has been invaluable.


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Introduction to thetransition guidelines

Part 1


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1. Introduction to the transition guidelines

1.1 Aim

This document aims to describe clear, systematic guidelines forthe transition of young children with disabilities or significantdifficulties in learning or behaviour, from early childhood settings

(including the family setting) to school.

1.2 Principles

These guidelines and procedures encompass the following principlethat is consistent with the NSW Department of Education andTraining, Statement of Commitment to People with Disabilities(2000):

The Department of Education and Training is committed tothe identification and removal of attitudinal, communicationand physical barriers that stand in the way of entry andparticipation by people with disabilities in the educationopportunities offered by the Department.

Underlying this principle is a commitment to working in asystematic and collaborative way with families and personnel from

other agencies involved with the education and development ofthe child, to ensure that high quality educational programs continueduring the transition from early childhood settings to school.

1.3 Rationale

Beginning school is a big step for all children and their families.This transition may present many challenges for a child who has adisability or significant difficulty in learning or behaviour, as wellas for the child's family and teachers.

The speed and ease of adjustment for all concerned can be facilitatedthrough careful planning and preparation. This is addressed in theseguidelines through the establishment of an early learning support


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1.4 Objectives

To plan and promote successful transition for childrenwith disabilities or significant difficulties in learning orbehaviour to school.

To ensure that the families of children with disabilitiesor significant difficulties in learning or behaviour areprovided with the necessary information, support andopportunities to participate as partners in planning theirchild's transition and educational future.

To promote collaboration and communication amongall key people in the transition process.

To provide schools with adequate opportunity to plan

for the provision of appropriate services. To ensure a continuum of learning experiences and

programs to best meet the child's learning needs.

1.5 Flexibility

The steps involved in the guidelines are designed to befollowed for all children who have been identified as having

special learning needs in any early childhood setting. Circumstances may arise which make it necessary to vary

the suggested timelines and schedule procedures to occurat times other than those nominated. However, thesequence of procedures should be adhered to.

Where a child has a physical disability which may requireschool building modifications, referral should be made

to the district disability programs consultant at least 18months prior to the child's entry to school wheneverpossible.

Where personnel are not able to attend meetings, it maybe more practical to exchange information via telephone,facsimile or written report (with parent's permission).


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Implementation of thetransition guidelines

Part 2


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2. Implementation of the transition guidelines

2.1 The early learning support team

The process of preparing a child with a disability or significantdifficulty in learning or behaviour for a smooth transition to schoolbegins with the formation of an early learning support team. The

function of the team is to work with and support the child andfamily with decision making and the development of a transition-to-school plan.

Within the collaborative model of the early learning support team,all members work together towards the achievement of a commongoal, through the sharing of information, decision making, actionsand responsibilities. Collaboration within the team is built on

mutual respect, trust and understanding. Throughout the transitionprocess the family is considered an equal participant and their wishesmust be given full consideration.

The early learning support team is usually formed at the beginningof the year prior to school entry, when transition to school fromthe early childhood setting is considered within the context of theindividual family service plan. The early learning support teammay consist of those personnel who have been supporting the family

and child from the point of identification.

However, the team may form earlier (for example, some familiesmay wish to discuss school options before this) or later (for example,

when a child with special needs is identified during the year).

Membership of the team is flexible and may change over time.Initially the team should consist of those people who are involved

with the care and education of the preschool child with a disabilityor significant difficulty with learning or behaviour.

In the context of making decisions about school, school personnelwill join the early learning support team. As the school communitytakes an increasing role in supporting the child and family in theschool setting, the team facilitates the gradual withdrawal of early


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Other personnel who provide support services for the family andchild can assist the early learning support team in its decisions.

Advisers may include:

therapists who are providing services to the child

district disability programs consultant or representative

school counselling service personnel

others who have expertise or information which canassist decision making and planning.

Careful consideration should be given to the number of peopleinvolved in meetings. Some families may not need or feelcomfortable with a large group of people being involved with thetransition process.

One member is chosen by the team as coordinator. It is most

important that the choice of coordinator is supported by the team.The child's family may choose to coordinate the team.

The coordinator contributes to the effectiveness of the team by:

ensuring that all members are always fully informed,

arranging meetings, organising meeting agendas andinviting all relevant personnel,

ensuring that all members are well prepared for

participation in meetings and by supporting familiesduring meetings when necessary,

ensuring that the number of professionals present atany meeting is not overwhelming for the family andthat the environment is always welcoming,

ensuring that the steps outlined in the guidelines arefollowed in the suggested timeframe,

recording the decisions that are made at team meetingsand communicating this information to thoseconcerned,

ensuring that there is ongoing discussion andevaluation of the effectiveness of the transition process.

h f l d


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Advocate:

An advocate is a person or persons selected by the family who mayprovide support in one or more of the following ways:

ensuring that the family understands what is beingdiscussed

supporting the family in making decisions

ensuring the family's views are valued and represented

withdrawing from the role when and if necessary.The advocate may be from the teaching staff or early childhoodsetting only if requested by the family. The family has the right torelieve the advocate of his or her role at any time.

Interpreters:

A trained interpreter may be needed to assist the family. The teamcoordinator should arrange for a suitable person to be included

on the early learning support team. Interpreters may be neededfor parents from non English speaking background, or parents orfamily members who have a hearing impairment.

Support for Aboriginal families:

The following agencies or personnel may also provide support insituations where an Aboriginal child is the focus of the transitionprocess:

Aboriginal Education Consultative Group

Aboriginal health worker

Aboriginal education assistant

Aboriginal education resource teacher

Aboriginal community liaison officer.

Contact your local school, council or health centre for information

on how to obtain these services.For information on the full range of agencies who may providesupport to families, refer to the district disability programsconsultant.

The following diagram illustrates the composition of the early


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Composition of the early learning support team

Key:

Nucleus

Core members

Advisers to the early learning support team

Child

and

family

Schoolcounsellor

Districtguidance

officer

Districtdisabilityprogramsconsultant

Socialworker

Audiologist

Occupationaltherapists

Psychologist

PaediatricianSupportpersonnel

Advocate

Representative of early

childhood setting

Principal of school and/

Itinerant support

teacher- hearing- vision- behaviour

Interpreter


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Transition Guidelines16

Preliminary

transition

planning

Making adecision

about

school

enrolment

2.2 Steps in the transition plan

Months before school entry Months after school entryTransition guidelines for entry to school

Identification of a child with a disability or difficulty in learning or behaviour by personnel inthe childhood setting (this may include the home, community or an early childhood service).

Personnel in the early childhood setting inform the family of the transition process. This maybe part of the individual family service plan.

Family advised they may nominate or request an advocate, interpreter or support service asappropriate.

Family or personnel in the early childhood service initiate the establishment of the earlylearning support team. Members should include family and advocate (if desired) and keyearly childhood personnel. The team coordinator is nominated.

The team contacts the district office to request the district disabilty programs consultant toprovide information about the full range of school options and appropriate personnel to

contact, including advocacy or appropriate support agency.

The team discusses educational options. The family visits one or more schools if they wish.Support may be provided by the district disabilty programs consultant or nominee.

Family indicates school preference to the district disabilty programs consultant and the schoolprincipal.

Family completes transition referral form giving consent for information to be made available.Referral form is given to the district disabilty programs consultant.

District disabilty programs consultant informs relevant district guidance officer of the referral.

The district guidance officer liaises with district disabilty programs consultant and the schoolprincipal regarding the collection and recording of assessment information as appropriate.

tick when completed


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Transition Guidelines 17

Planningschoolenrolment

Beginningschool andreviewing

Continuingthe process

Months before school entry Months after school entry24-18 12-9 9-6 6-3 3-0 0-3 3-6 6-9 9-12 Ongoing months months months months months months months months months

Transition guidelines for entry to school

tick when completed

The family is advised by the district disabilty programs consultant on how to apply for enrolmentin the school of their choice. The department's normal procedures for enrolment apply.

Principal or nominee, in liaison with appropriate personnel, assesses resource and supportneeds and applies for additional funding if necessary.

The principal or nominee joins the team.

The team develops the individual transition to school plan.

The school and its community prepares as appropriate.

The child participates in orientation activities.

School staff liaise with early childhood services to share information necessary for supportingthe child's continued progress.

Child commences school.

Membership of the team should now include the classroom teacher.

The team meet to discuss the development, implementation and monitoring of child's program.

Ongoing review of the child's progress by the school-based learning support team.

Evaluation of the transition process and planning for future needs, e.g. transition to the next class.

Continue to base program goals on the child's present and future needs.

School-based learning support team continues to support the family's participation throughout

the student's school years.


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CONFIDENTIAL

2.3 Sample transition to school form

To: District disability programsconsultant

Date sent:

Forwarded by:

Name:

Position:

Family details

Child's name:

Date of birth: Sex:

Father's name:

Address:

Phone: (H) Phone: (W)

Mother's name:

Address:

Phone: (H) Phone: (W)

Best time to contact the family: am/pmName: Phone:

Early childhood service details (e.g. preschool, early intervention)

Name:


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Basis for referral?

Why is the child being referred?

Has the child been involved in any formal assessment? Yes No

If Yes, please indicate type (e.g. vision, hearing, speech, cognitive)

Copies of assessment reports may be attached with parental permission.

1.

2.

3.

4.

5.

Other agencies currently supporting the family and child.

1. Agency: (contact name and number)

Program focus:

2. Agency: (contact name and number)

Program focus:


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Parent authority

I give consent for this information to be forwarded to the districtdisabilty programsconsultant and school. I understand its purposeis to aid in the preparation and smooth school entry for my child.

Signed:Parent/Carer

Date:

I give my consent for appropriate school counselling personnel toseek a report from the agencies I have nominated below in order toassist in meeting the needs of my child. I understand I will becontacted should further information be required.

Agencies to contact:

As listed previously

Only the agencies listed as follows:

Signed:Parent/Carer

Date:

Please indicate school preferences:


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2.4 Roles and responsibilities in the transition process

Families can facilitate the transition process by:

initiating or participating in the process at whateverlevel of involvement they prefer

talking with early childhood personnel about theirexpectation for their child's entry into school

sharing information about their child's strengths, needsand interests

completing the transition to school referral form andmaking available information required to assist inplanning educational programs

attending and participating in meetings of the earlylearning support team

supporting the teacher and school community as theydevelop an understanding of their child.

Note: It is important that the family are constantlyinformed of their right to participate so that they canappraise their level of involvement.

Early childhood, early intervention and therapy staff can assist the

transition process by: initiating the transition process in agreement with the

family as part of the child's individual family serviceplan

participating in the transition process as a member ofthe early learning support team

planning and implementing a program that will

prepare and assist the student's entry to school supporting the family and child in the school

orientation program

providing consultative support to the receiving school

providing information and formal assessment details


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The district disability programs consultant can facilitate the transition

process by: providing information to the early learning support

team about the full range of school programs and otherresources available for children with disabilities orsignificant difficulties in learning or behaviour

providing information to the early learning supportteam about eligibility and access to these programs

and resources working with principals in the allocation of availableresources to children with disabilities or significantdifficulties in learning or behaviour.

School counselling personnel can assist the transition process by:

advising families of services available for students withspecial needs in cooperation with the district disabilityprograms consultant and the school

working collaboratively with all who have significantinformation or potential to assist educational decisionmaking

in the collation of reports from otheragencies, and

in the provision of information to principalsto help with enrolment procedures (with thefamily's approval)

assisting in the appraisal of students' needs whererequired

participating in early learning support team meetingsthroughout the transition process, and providinginformation to assist in decision making.

The principal can facilitate the transition process by:

discussing enrolment procedures with parents whenapproached for enrolment

participating as a member of the early learning support


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discussing the transition process as outlined, ifcontacted by the family of a child with a disability orsignificant difficulties with learning or behaviour and

who is not involved with any other service.

The classroom teacher can facilitate the transition process by:

participating in the early learning support teammeetings

helping the early childhood teacher to identify theparticular skills and competencies that will help thechild make a successful transition to school

taking account of the information provided by theearly learning support team when designing programsfor the student and when deciding on teaching andmanagement strategies, so that continuity is

maintained establishing an efficient communication system

between home and school that is useful and workablefor both the family and teacher.

The early learning support team has a shared responsibility towork collaboratively to support the family with decision makingand the development of a transition-to-school plan.


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2.5 Evaluation of the transition process

Evaluation is an ongoing procedure which provides anopportunity to discuss the effectiveness of the transition process.This should occur as part of the regular meetings of the earlylearning support team.

In addition more formal evaluation is encouraged. When this occursthere should be opportunity for the early childhood settingmembers to contribute.

The evaluation should be completed by the early learning supportteam members and a copy forwarded to the district disabilityprograms consultant and early learning program coordinator .

The following questions may be a useful guide in evaluating thetransition process and in facilitating future planning.

How effective has the transition process been for the child?

Consideration may be given to the following:

Has the child settled happily into the school routine?

Has there been continuity of programs from pre-school?

Is the child developing and enjoying friendships?

Is the child showing progress in his or herindividualised educational program?

Comment:


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How effective has the transition process been for the family?

Consideration may be given to the following: Was the family included in the planning and decision

making process?

Was the information about progress readily availablefor the parents?

Was there contact with all relevant parties in planningfor the child?

Is the family satisfied that the school has been ableto obtain support to assist with their child'senrolment?

Comment:

How effective has the transition process been for the school and serviceproviders?

Consideration may be given to the following:

Was the transition process helpful in planning forthe child's enrolment?

Was the information concerning the child's needsreadily available?

Was there adequate contact with other service

providers to assist in planning for the child? Has the principal been able to obtain adequate

support in the transition process?


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Appendices

Part 3


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3. Appendices

Appendix 3.1 Examples of the range of information parents havesought when they approach the school

Approaching the school

The following are common questions or concerns that parents of achild with a disability may have when approaching a school todiscuss the enrolment of their child.

Will my child be happy and accepted?

Will there be an orientation program for my child?

What support will be provided to help my child adjustto the new school (e.g. buddy system)?

Does the school community have a sensitive awarenessof students with disabilities?

How will the school create an environment that helpsmy child be accepted?

What awareness level of my child's disability and needswill the other children in the class have?

Are there other children with disabilities enrolled inthe school?

Is there a parent support network?

How many students are enrolled at the school?

What will my child learn?

Who will be involved in planning my child's program? Will there be scope for program modification if

required?

How will the class teacher cater for the individuallearning needs of my child?


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How will I know how my child is going at school? When can I come to the school to talk about my child's

progress?

What ongoing communication is available betweenmyself and the class teacher?

What records are kept about my child and do I haveaccess to these records?

Are parents included in class programs (e.g. parenthelpers)?

Will the teacher contact me if there is a problem?

What if I have concerns about my child at school?

What additional support will my child get?

Will therapy be provided? Will the school be made physically accessible for my

child if necessary?

Does the school have information in regard to otherservices that are available (within the Department ofEducation and Training and from other agencies)?

What special equipment can be provided?

How are children expected to behave at the school?

What will happen if my child is teased?

What expectations will there be on my child'sbehaviour and how will my child be disciplined?

What supervision is available in the playground?


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Appendix 3.2 Early learning support team meeting proforma

Child's name: Meeting date:

Present:

Purpose of the meeting

Developing a transition plan

Action to Responsibility Date Remarksbe taken concluded


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Pamphlets

Included in the Transition Guidelines are two pamphlets forfamilies: Transition to school andA guide for families of young childrenwith special learning needs.

Th p phl t d i d t i t l hildh d i

Part 4

P e o p l e tPeople to contact


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NamePhone:

Fax:

NamePhone:

Fax:

NamePhone:

Fax:

Name

Phone:

Fax:

NamePhone:

Fax:

NamePhone:

Fax:

NamePhone:

Fax:

Name

Phone:

Fax:

A guide forfamilies of


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Steps to follow to help your child

make a successful transition to school

In the year before your child starts school

The people working with your child can become an early learning team to support

your child's transition to school. You are a member of this team. Talk with the teamabout what you would like to happen for your child's transition to school this year.

The district disability programs consultant from the Department of Education andTraining is available to provide information to the team about the full range of schooloptions and support agencies.

Discuss which schools your child could attend and organise to visit these schools. Ask

your team to help if you like.

Decide which options you prefer for your child. Discuss the required enrolmentprocedures with the district disability programs consultant.

Make an appointment with school principals to talk about your child's enrolment.The principal or member of staff may meet with the team.

You and your child may be involved in an orientation program at school. People whohave supported your child may share program information with the school with yourapproval. The school may provide suggestions to help your child prepare for next year.

In the first year of school

Now that your child is at school the people on the learning support team may change.Your child's class teacher will join the team. Talk to the team about what you wouldlike to happen for your child this year.

Meet with the team throughout the year to talk about your child's progress at school.

H ow will the transition or further informationF


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H

Transition to school

Working together to ensure young childrenwith special learning needs have a positive

start to school

ow will the transition

process work?

An early learning support team willhelp you plan and make decisions.

This team may include:

you and other members of yourfamily

early childhood teacher

early intervention teacher school staff

advocate.

Others may also be asked to help if

required:

school counsellor

itinerant support teacher

therapist

interpreter

paediatrician

specialists from othergovernment departments orcommunity agencies.

or further information

contact:

your early intervention program your local pre-school

your local child care centre

your local school

the Department of Education andTraining district office for yourarea.

Contact numbers:

To contact the Department ofEducation and Training,

Disability ProgramsPh: (02) 9244 5085

F

W Bhen can my child ut my child has specialIt is best to start enrolment


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W Bhen can my childstart school? ut my child has speciallearning needs... procedures as soon as you canduring the year before your childis to start school. If your child hasa physical disability the school

should be informed 18 monthsprior to enrolment to ensure thatprovisions can be made for yourchild to move around the school.

The Department of Educationand Training has developed

transition guidelines to assist youwith the enrolment of your childwith special learning needs.

hat do I need to do?

If your child attends a pre-school,early intervention program or achild care centre, talk to thedirector about school enrolment

If your child doesn't attend anearly intervention program or achild care centre, make anappointment to talk to theprincipal of your local school.

W

Some children may need extrasupport because of difficultieswith hearing, vision, language,mobility, learning or behaviour.

The Department of Educationand Training may provide for your

child's needs through a range ofservices including:

regular classes

regular classes with specialistsupport

special classes within regularschools

special schools

Schools need:

to know if your child hasspecial learning needs beforeenrolment

time to prepare for your

child's needs

Children can start school in theyear they turn 5, if their birthdayfalls on or before July 31. Thereare also some special provisions forchildren with disabilities to beginschool below this age.

In NSW, the law requires that allchildren begin school by their 6thbirthday.

It is best to contact your localschool at least 6 months beforeyou plan to enrol your child. Thisgives you and the school time toconsider how best to support yourchild. It also lets the school knowhow many children to plan for inthe coming year.

Documents

Transition to School