Transition Guidelines 1

Guidelines for families, early

childhood services and schools
Transition Guidelines 2
Transition to school for young children with special learning needs:
guidelines for families, early childhood services and schools
1997 NSW Department of School Education
Special 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
Darlinghurst NSW 2010
Phone: 9244 5085
ISBN 0 7310 8387 3
SCIS 902591
Design and layout:
Materials Development Team,
Training and Development Directorate, Lewisham
Transition Guidelines 3
Foreword
Through the Early Learning Program, the NSW Department of
Education and Training aims to promote a positive start to school
for young children with disabilities or significant difficulties in
learning or behaviour.
A key focus area in catering for the learning needs of these young
children is the establishment of a systematic, dependable, timely
and 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 plan
for the childs smooth entry to school and so maximise opportunities
for continuity of programs and learning across settings.
The process described in this document, Transition to school for
young children with special learning needs, has been developed to
address this need through a consultative and collaborative process
involving people from a range of departmental agencies, parents
or carers and community groups.
This involvement has ensured that the guidelines are representative
of the needs and concerns of all who are interested in the education
of children in the early years. On the basis of this commitment it is
the 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 disabilities
or significant difficulties in learning or behaviour will be greatly
enhanced across a range of school settings through the
implementation of these guidelines and the support that will be
provided to families and to schools.
Ken Boston
DIRECTOR-GENERAL OF EDUCATION AND TRAINING
Transition Guidelines 4
Acknowledgement
This document has been produced by the NSW Department of
Education and Training, in conjunction with and support from
representatives 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 Early
Learning Program Management Committee and the Transition
Guidelines Reference Group. Their expertise and contribution to
the development of these guidelines has been invaluable.
Transition Guidelines 5
Table of contents
Page
1. Introduction to the transition guidelines 7
1.1 Aim 8
1.2 Principles 8
1.3 Rationale 8
1.4 Objectives 9
1.5 Flexibility 9
1.6 The individual family service plan 9
2. Implementation of the transition guidelines 11
2. 1 The early learning support team 12
2.2 Steps in the transition plan 16
2.3 Sample transition to school form 18
2.4 Roles and responsibilities in the transition process 21
2.5 Evaluation of the transition process 24
3. Appendices 27
3.1 Examples of the range of information parents have sought 28
when they approach the school
3.2 Early learning support team, meeting proforma 30
4. Pamphlets 31
4.1 A guide for families of young children with special
learning needs
4.2 Transition to school: working together to help young
children with special learning needs have a positive start
to school.
Transition Guidelines 6
Transition Guidelines 7
Introduction to the
transition guidelines
Part 1
Transition Guidelines 8
1. Introduction to the transition guidelines
1.1 Aim
This document aims to describe clear, systematic guidelines for
the transition of young children with disabilities or significant
difficulties in learning or behaviour, from early childhood settings
(including the family setting) to school.
1.2 Principles
These guidelines and procedures encompass the following principle
that is consistent with the NSW Department of Education and
Training, Statement of Commitment to People with Disabilities
(2000):
The Department of Education and Training is committed to
the identification and removal of attitudinal, communication
and physical barriers that stand in the way of entry and
participation by people with disabilities in the education
opportunities offered by the Department.
Underlying this principle is a commitment to working in a
systematic and collaborative way with families and personnel from
other agencies involved with the education and development of
the child, to ensure that high quality educational programs continue
during 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 a
disability or significant difficulty in learning or behaviour, as well
as for the child's family and teachers.
The speed and ease of adjustment for all concerned can be facilitated
through careful planning and preparation. This is addressed in these
guidelines through the establishment of an early learning support
team whereby families and professionals plan and work together
to ensure the best outcomes for children.
The guidelines presented here describe a systematic and co-
ordinated process which may be adapted to suit the needs of
individual families, schools and the range of professionals who may
be involved.
Transition Guidelines 9
1.4 Objectives
To plan and promote successful transition for children
with disabilities or significant difficulties in learning or
behaviour to school.
To ensure that the families of children with disabilities
or significant difficulties in learning or behaviour are
provided with the necessary information, support and
opportunities to participate as partners in planning their
child's transition and educational future.
To promote collaboration and communication among
all 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 be
followed 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 occur
at times other than those nominated. However, the
sequence of procedures should be adhered to.
Where a child has a physical disability which may require
school building modifications, referral should be made
to the district disability programs consultant at least 18
months prior to the child's entry to school whenever
possible.
Where personnel are not able to attend meetings, it may
be more practical to exchange information via telephone,
facsimile or written report (with parent's permission).
The district superintendent should be contacted to discuss
appeal processes if required.
1.6 The individual family service plan
When planning for transition to school commences in
the early childhood setting, it may be considered within
the context of an individual family service plan.
The plan is tailored collaboratively by the family and all
the services involved. It is based on comprehensive
assessment and the needs and priorities of the family,
and identifies the role and responsibilities of all the
services involved.
Transition Guidelines 10
Transition Guidelines 11
Implementation of the
transition guidelines
Part 2
Transition Guidelines 12
2. Implementation of the transition guidelines
2.1 The early learning support team
The process of preparing a child with a disability or significant
difficulty in learning or behaviour for a smooth transition to school
begins with the formation of an early learning support team. The
function of the team is to work with and support the child and
family 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 common
goal, through the sharing of information, decision making, actions
and responsibilities. Collaboration within the team is built on
mutual respect, trust and understanding. Throughout the transition
process the family is considered an equal participant and their wishes
must be given full consideration.
The early learning support team is usually formed at the beginning
of the year prior to school entry, when transition to school from
the early childhood setting is considered within the context of the
individual family service plan. The early learning support team
may 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 families
may 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 disability
or significant difficulty with learning or behaviour.
In the context of making decisions about school, school personnel
will join the early learning support team. As the school community
takes an increasing role in supporting the child and family in the
school setting, the team facilitates the gradual withdrawal of early
childhood setting members, as appropriate for the family.
Core members of the team are those personnel who are most
significantly involved in the educational decisions that are made,
and may include:
the family
an advocate, interpreter, support personnel
a staff member from the early childhood setting
the school principal or nominee (once a formal request
for enrolment has been made).
Transition Guidelines 13
Other personnel who provide support services for the family and
child 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 can
assist decision making and planning.
Careful consideration should be given to the number of people
involved in meetings. Some families may not need or feel
comfortable with a large group of people being involved with the
transition 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 and
inviting all relevant personnel,
ensuring that all members are well prepared for
participation in meetings and by supporting families
during meetings when necessary,
ensuring that the number of professionals present at
any meeting is not overwhelming for the family and
that the environment is always welcoming,
ensuring that the steps outlined in the guidelines are
followed in the suggested timeframe,
recording the decisions that are made at team meetings
and communicating this information to those
concerned,
ensuring that there is ongoing discussion and
evaluation of the effectiveness of the transition process.
The family may nominate or request an advocate, interpreter or
other support personnel as appropriate to join the early learning
support team.
Transition Guidelines 14
Advocate:
An advocate is a person or persons selected by the family who may
provide support in one or more of the following ways:
ensuring that the family understands what is being
discussed
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 childhood
setting only if requested by the family. The family has the right to
relieve the advocate of his or her role at any time.
Interpreters:
A trained interpreter may be needed to assist the family. The team
coordinator should arrange for a suitable person to be included
on the early learning support team. Interpreters may be needed
for parents from non English speaking background, or parents or
family members who have a hearing impairment.
Support for Aboriginal families:
The following agencies or personnel may also provide support in
situations where an Aboriginal child is the focus of the transition
process:
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 provide
support to families, refer to the district disability programs
consultant.
The following diagram illustrates the composition of the early
learning support team.
Transition Guidelines 15
Composition of the early learning support team
Key:
Nucleus
Core members
Advisers to the early learning support team
Child
and
family
School
counsellor
District
guidance
officer
District
disability
programs
consultant
Speech
pathologist
Social
worker
Audiologist
Occupational
therapists
Physiotherapists
Psychologist
Paediatrician
Support
personnel
Advocate
Representative of early
childhood setting
Principal of school and/
or nominee
Itinerant support teacher
- integration
- early intervention
Itinerant support
teacher
- hearing
- vision
- behaviour
Support
personnel
Interpreter
Transition Guidelines 16
Preliminary
transition
planning
Making a
decision
about
school
enrolment
2.2 Steps in the transition plan
Months before school entry Months after school entry
Transition guidelines for entry to school
Identification of a child with a disability or difficulty in learning or behaviour by personnel in
the 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 may
be part of the individual family service plan.
Family advised they may nominate or request an advocate, interpreter or support service as
appropriate.
Family or personnel in the early childhood service initiate the establishment of the early
learning support team. Members should include family and advocate (if desired) and key
early childhood personnel. The team coordinator is nominated.
The team contacts the district office to request the district disabilty programs consultant to
provide 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 school
principal.
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 school
principal regarding the collection and recording of assessment information as appropriate.
tick when completed
Transition Guidelines 17
Planning
school
enrolment
Beginning
school and
reviewing
Continuing
the process
Months before school entry Months after school entry
24-18 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 enrolment
in the school of their choice. The department's normal procedures for enrolment apply.
Principal or nominee, in liaison with appropriate personnel, assesses resource and support
needs 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 supporting
the 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.
Transition Guidelines 18
C
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F
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D
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2.3 Sample transition to school form
To: District disability programs
consultant
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/pm
Name: Phone:
Early childhood service details (e.g. preschool, early intervention)
Name:
Address:
Contact person:
Position: Phone:
Child currently attending: (days and times)
Transition Guidelines 19
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:
3. Agency: (contact name and number)
Program focus:
4 Agency: (contact name and number)
Program focus:
Signed: Position:
Transition Guidelines 20
Parent authority
I give consent for this information to be forwarded to the district
disabilty programs consultant and school. I understand its purpose
is 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 to
seek a report from the agencies I have nominated below in order to
assist in meeting the needs of my child. I understand I will be
contacted 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:
Note: A copy of parent authority must be forwarded when seeking a report from
another agency.
Transition Guidelines 21
2.4 Roles and responsibilities in the transition process
Families can facilitate the transition process by:
initiating or participating in the process at whatever
level of involvement they prefer
talking with early childhood personnel about their
expectation for their child's entry into school
sharing information about their child's strengths, needs
and interests
completing the transition to school referral form and
making available information required to assist in
planning educational programs
attending and participating in meetings of the early
learning support team
supporting the teacher and school community as they
develop an understanding of their child.
Note: It is important that the family are constantly
informed of their right to participate so that they can
appraise 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 service
plan
participating in the transition process as a member of
the 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
with the family's approval.
Transition Guidelines 22
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 other
resources available for children with disabilities or
significant difficulties in learning or behaviour
providing information to the early learning support
team about eligibility and access to these programs
and resources
working with principals in the allocation of available
resources to children with disabilities or significant
difficulties in learning or behaviour.
School counselling personnel can assist the transition process by:
advising families of services available for students with
special needs in cooperation with the district disability
programs consultant and the school
working collaboratively with all who have significant
information or potential to assist educational decision
making
in the collation of reports from other
agencies, and
in the provision of information to principals
to help with enrolment procedures (with the
family's approval)
assisting in the appraisal of students' needs where
required
participating in early learning support team meetings
throughout the transition process, and providing
information to assist in decision making.
The principal can facilitate the transition process by:
discussing enrolment procedures with parents when
approached for enrolment
participating as a member of the early learning support
team and supporting and facilitating staff involvement
in the early learning support team where appropriate
indicating through consultation with the early learning
support team and district disability programs
consultant how the school can best provide for the
needs of the child
promoting a whole-school commitment to meet the
needs of children with disabilities or significant
difficulties with learning or behaviour
addressing the training and development needs of the
staff
Transition Guidelines 23
discussing the transition process as outlined, if
contacted by the family of a child with a disability or
significant 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 team
meetings
helping the early childhood teacher to identify the
particular skills and competencies that will help the
child make a successful transition to school
taking account of the information provided by the
early learning support team when designing programs
for the student and when deciding on teaching and
management strategies, so that continuity is
maintained
establishing an efficient communication system
between home and school that is useful and workable
for both the family and teacher.
The early learning support team has a shared responsibility to
work collaboratively to support the family with decision making
and the development of a transition-to-school plan.
Transition Guidelines 24
2.5 Evaluation of the transition process
Evaluation is an ongoing procedure which provides an
opportunity to discuss the effectiveness of the transition process.
This should occur as part of the regular meetings of the early
learning support team.
In addition more formal evaluation is encouraged. When this occurs
there should be opportunity for the early childhood setting
members to contribute.
The evaluation should be completed by the early learning support
team members and a copy forwarded to the district disability
programs consultant and early learning program coordinator .
The following questions may be a useful guide in evaluating the
transition 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 her
individualised educational program?
Comment:
Transition Guidelines 25
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 available
for the parents?
Was there contact with all relevant parties in planning
for the child?
Is the family satisfied that the school has been able
to obtain support to assist with their child's
enrolment?
Comment:
How effective has the transition process been for the school and service
providers?
Consideration may be given to the following:
Was the transition process helpful in planning for
the child's enrolment?
Was the information concerning the child's needs
readily 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?
Comment:
Transition Guidelines 26
Transition Guidelines 27
Appendices
Part 3
Transition Guidelines 28
3. Appendices
Appendix 3.1 Examples of the range of information parents have
sought when they approach the school
Approaching the school
The following are common questions or concerns that parents of a
child with a disability may have when approaching a school to
discuss 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 adjust
to the new school (e.g. buddy system)?
Does the school community have a sensitive awareness
of students with disabilities?
How will the school create an environment that helps
my child be accepted?
What awareness level of my child's disability and needs
will the other children in the class have?
Are there other children with disabilities enrolled in
the 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 individual
learning needs of my child?
What additional support will the class teacher receive?
What professional development opportunities are
available for staff so that they may respond
appropriately to the needs of students with disabilities?
What special education expertise is there among staff
members?
Transition Guidelines 29
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 between
myself and the class teacher?
What records are kept about my child and do I have
access to these records?
Are parents included in class programs (e.g. parent
helpers)?
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 other
services that are available (within the Department of
Education 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's
behaviour and how will my child be disciplined?
What supervision is available in the playground?
Transition Guidelines 30
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 Remarks
be taken concluded
Transition Guidelines 31
Pamphlets
Included in the Transition Guidelines are two pamphlets for
families: Transition to school and A guide for families of young children
with special learning needs.
The pamphlets are designed to assist early childhood service
providers and schools in making families aware of the nature and
purpose of a successful transition to school.
The pamphlets are also available in 21 languages. The pamphlets
are designed to encourage communication between the Department
of Education and Training, early childhood service providers,
parents and community members of non-English speaking
backgrounds.
For further information contact the early learning program
coordinator at the district office or Disability Programs on
(02) 9244 5085.
Note: The following pages are presented ready for reproduction.
Part 4
P e o p l e t
People to contact
Name
Phone:
Fax:
Name
Phone:
Fax:
Name
Phone:
Fax:
Name
Phone:
Fax:
Name
Phone:
Fax:
Name
Phone:
Fax:
Name
Phone:
Fax:
Name
Phone:
Fax:
A guide for
families of
young children
with special
learning needs
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 team
about 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 and
Training is available to provide information to the team about the full range of school
options 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 enrolment
procedures 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 who
have supported your child may share program information with the school with your
approval. 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 would
like to happen for your child this year.
Meet with the team throughout the year to talk about your child's progress at school.
Discuss with the school ways in which you may be involved in supporting your child's
learning.
Towards the end of the first year at school, discuss plans for your child's transition to
the next class.
At the end of the year meet with your team to discuss how effective the transition
planning process has been for your child, your family and all who have been involved.
Remember: Planning with a team for your child is an ongoing process!
H
Transition to school
Working together to ensure young children
with special learning needs have a positive
start to school
ow will the transition
process work?
An early learning support team will
help you plan and make decisions.
This team may include:
you and other members of your
family
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 other
government departments or
community 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 and
Training district office for your
area.
Contact numbers:
To contact the Department of
Education and Training,
Disability Programs
Ph: (02) 9244 5085
F
W
B
hen can my child
start school?
ut my child has special
learning needs...
It is best to start enrolment
procedures as soon as you can
during the year before your child
is to start school. If your child has
a physical disability the school
should be informed 18 months
prior to enrolment to ensure that
provisions can be made for your
child to move around the school.
The Department of Education
and Training has developed
transition guidelines to assist you
with the enrolment of your child
with special learning needs.
hat do I need to do?
If your child attends a pre-school,
early intervention program or a
child care centre, talk to the
director about school enrolment
If your child doesn't attend an
early intervention program or a
child care centre, make an
appointment to talk to the
principal of your local school.
W
Some children may need extra
support because of difficulties
with hearing, vision, language,
mobility, learning or behaviour.
The Department of Education
and Training may provide for your
child's needs through a range of
services including:
regular classes
regular classes with specialist
support
special classes within regular
schools
special schools
Schools need:
to know if your child has
special learning needs before
enrolment
time to prepare for your
child's needs
Children can start school in the
year they turn 5, if their birthday
falls on or before July 31. There
are also some special provisions for
children with disabilities to begin
school below this age.
In NSW, the law requires that all
children begin school by their 6th
birthday.
It is best to contact your local
school at least 6 months before
you plan to enrol your child. This
gives you and the school time to
consider how best to support your
child. It also lets the school know
how many children to plan for in
the coming year.