Transition is not an event; it is a process. Children’s transition to school is an emotional and complex time. Both the child and the family are making the transition and, consequently, feel the stress of change for any family. The transition may be even more challenging for families with special learners’ children. More intensive supports and planning are often needed to promote a smooth and positive transition to school for these children to achieve this goal.
The demands of school differ greatly from the demands of the Preschool or Early Intervention. The skills needed to function successfully in Kindergarten include social skills, self-help skills, and the ability to function independently. We will help your child to adapt to a new setting and to follow the school rules and routines. Transition planning for a move from an Early Intervention or Preschool program to a School-based program should be initiated 6 to 12 months prior to the change in placement.
Phase in Preschool to Kindergarten Transition
Moving a child from a setting to another without a planned transition process can be a disruptive force for a child, and can lead to unsatisfactory outcomes. A child’s developmental potential is enhanced if that individual’s initial transition into a new setting is not made alone, and is in the company of one person with whom he or she has participated in prior settings. The transition impacts on both the child and the family.
As inclusion become a reality for more learners with special education needs, the challenges of transition between school-age programs will become less frequent. It is far easier to function in an environment if you have consistently been educated in that environment. After the child’s integration, the academic and behavioral issues must be addressed for the child to be successful.
Consultative services are delivered as necessary, and a gradual reduction of support will be placed.
It refers to the student’s ability to apply skills learned in one setting to another setting. One issue is the generalization of skills and behaviors from one environment to another. Skills and behavior learned in an individualized special education setting may not transfer to group instructional settings such as a general classroom. To be successful in the classroom, students need to learn to interact positively with others, obey class rules, and display proper work habits. If the skills and behaviors learned in one environment are not generalized to the new environment will be lost.