A. Consider Perspectives and Contexts

Step 3 provided an opportunity to consider general sources of evidence about transition practices to support a child and family’s preparation for and adjustment to a new setting. Now you will need to think about that general knowledge in light of Tamiya’s unique situation. To help you understand the contexts further, listen to the perspectives of Tamiya’s family and the other members of her team during the transition process. These perspectives will help you gain an understanding of the family’s values and priorities, the perspectives of those who served Tamiya in early intervention, and the perspectives of those who will serve her in the new program.

Audio 2.5: Rosemary's Perspective (Tamiya's mother)

The mother of Tamiya, a two year old girl turning three with developmental delays, shares her goals and concerns on her daughter’s transition into a preschool classroom (running time: 1 min. 07 sec.).

Audio 2.6: Melanie A.'s Perspective (receiving teacher)

A preschool teacher shares her perspective on a transition of child with disabilities into her classroom (running time: 1 min. 11 sec.).

Audio 2.7: Randah’s Perspective (physical therapist)

A physical therapist of a two year old girl turning three, shares her perspective on the child’s transition from early intervention to a preschool classroom (running time: 0 min. 53 sec.).

Audio 2.8: Melanie B.’s Perspective (Tamiya’s early intervention service coordinator)

The early intervention service coordinator for a child turning three shares her perspective on the transition process from early intervention into a preschool program (running time: 0 min. 56 sec.).

Audio 2.9: Judy’s perspective (program administrator in Tamiya’s new program)

The administrator of a childcare program shares her perspective on the transition of a child with disabilities into her program (running time: 1 min. 38 sec.).