Module 2: Transition

I am glad that we were able to work with the public school to find a great placement for Tamiya. Finding the right spot for a child that the family feels comfortable with and the staff and practitioners are supportive of can sometimes be tricky. Tamiya’s Transition Conference and IFSP meeting to discuss her placement options went really well in this case. Soon after our meeting, Tamiya’s mother decided to start the referral process with the public school. Tamiya was found eligible for the program and they were able to settled on a program and classroom Tamiya’s mom and the IFSP team felt good about. Tamiya’s mom has been talking with Judy, the program administrator, and everything is moving along like clockwork. They are discussing ways they can support Tamiya in being ready for her first days in the classroom and we have added a few activities to Tamiya’s transition plan.

I’ve been thinking a lot about the transition process with Tamiya. We have a set of standard transition procedures in place that have worked in the past with other children, but those children weren’t as medically fragile as Tamiya. And when I called Tamiya’s mother yesterday to talk about our transition procedures and to arrange for Tamiya to come for a classroom visit, I could hear the hesitation in her voice. She talked about Tamiya being quiet in large groups and easier to get to know when she is in a familiar place like home. So maybe we should think about changing some of those procedures for her.

I have been on a few home visits before when I worked for another program and I thought they went well. I know we don’t typically make home visits, but I’m willing to do anything that would make Tamiya feel comfortable and at home in her new classroom. I’ll need the support of my supervisor, Judy, and of course the support of the rest of the team to get behind these efforts as well. Most importantly, I’ll need the commitment of Tamiya’s family and more time to learn how to best prepare for the transition from them. They have a lot to teach me.

The first day we actually drop him at school it was a crowd of children, a bell, and many teachers who just told him, you know, just stay with us. So I delivered my boy to the teacher, to the lovely teacher, but still I was very anxious and then he just he stay there and he just cried and cried the teachers told me just leave and I left. And then we went to have a coffee close by to wait, that is, hour to pick him up. And I really thought that I was fainting because I was. I was very anxious about what was going to happen and how was he going to feel if he was going to feel that mommy’s not there anymore and all these anxieties. So basically what I started doing was trying to help him realize that he won’t be alone that he will be back home after his day at school. And I asked permission to take pictures of several parts of the school including the entrance, and his class and the things they have organizing his class, several spaces they have and at the end I included him coming back in the bus and mom will receive him. So that really helped him I think. He loves the pictures and the album pictures and that reassured him that he was going to be back to his house. They should probably, if they have a chance, meet one on one with the family because we, I remember they did an open house and then we had a chance to you know, talk and see but it is not the same, if they meet at the house that would be great. Because it’s not the same to, you go to a place and you are the stranger in the place and that they go to your house and see what the child has been exposed to before going to school. Like in every sense you know, what is his environment, what does he like, what language do they speak at home, what does he understand.

If I could encourage someone new to this program or new to this work situation and working with families and children I would say that building good strong solid professional relationships that accept families where they are, that create an atmosphere or a climate of mutual respect, that also shows respect from a sending agency about a receiving agency because families can sense if there’s any kind of hesitation on the part of one provider about another. And so in order to help families feel secure in the transition process. There has to be that inter agency collaborative relationship building that has taken place. As transition must happen over a period of time so must that family and their information gathering take place over time. They can’t absorb everything like a sponge, just quick, you know. It has to be, it has to be delivered over a period of time to where they can absorb it and then have opportunities for questions. And, and that will create that engagement of the family as they feel respected and needed and really their child’s first teacher.  Then that relationship is going to be expanded to others that they meet along the way.

Teacher:

First I’d like to show you where his cubbies are, outside in the hallway. And then every day when mommy comes to get you she can read about all the wonderful things we’ve done for today and you’ll have a folder with any information. We keep all the folders up here.

Mother:

Ok.

Teacher:

So that you can get back. And inside he will have an art box.

Would you like to see your art box? Where you’ll keep all of those lovely drawings. Let’s go see your art box. I like it when you hold my hand. You got such soft hands. I made a book all about you and your new experiences. Would you like to come with me and read it? Yeah, let’s come and read it.

That’s Ms. Latesha standing over there. She’s going to be your other teacher.

Mother:

Can you say hi to Ms. Latesha?

Teacher:

Wave to Ms. Latesha. Say hi Ms. Latesha.

This is Dominick’s new classroom. This is a picture of who? Is that you? Soon Dominick will have new friends to play with in his class room. There’s a picture of Kirsten, she’s going to be in your classroom next year. And this is Emily, Emily is going to be a new friend with you. And new teachers too. And that’s me, I’m Ms. Bani'ci', and that’s Ms. Latesha and we’re so happy that you’re going to be in our room. What’re those kids doing? Is it story time? Do you like story time? I like story time too. So welcome Dominick, and that’s you playing in the sand. So would you like to take this book home so you can look at it and learn about your new friends? Mommy can read it to you.

Mother:

What do you say Nico?

Child:

Thank you.

Teacher:

You’re welcome sweetie.

Rosemary

My little baby girl is on her way to preschool. I would guess every parent goes through a mix of emotions at this stage, but as a parent of a child with disabilities, these worries are bigger for me. I want Tamiya to grow and develop, to play and make friends, but most importantly I want her to be safe and happy. Yes, I’m nervous about letting go, but my husband and I agree that this is what’s best not only for Tamiya, but for our family as a whole.

I know the teachers and staff at the childcare center are concerned too. And I understand. Believe me, I didn’t know what was in store for our family when Tamiya was born. Having a child with a disability isn’t something that you sign up for or that you plan for in advance. It just happens and your expectations of what it means to be a parent are turned upside down and yet somehow you manage to land on your feet. You do what it takes, you learn quickly, and I’m confident with the right support and guidance, the teachers can do it too.

Tamiya has been receiving early intervention services in our home. The service coordinator connected us with a speech therapist, an occupational therapist, and a wonderful physical therapist, who has been working with her since she was born. Tamiya is a very shy, quiet child and she has a hard time getting comfortable with people in a new situation. So, I’m worried how that will go in the new school and who will be providing her therapy. I really hope the staff at the center get to see the Tamiya that I know at home. She talks all the time and loves to sing and dance. But I know it is going to take her some time to get used to this new place and people.

I really want to help make sure that the staff is comfortable and confident in caring for Tamiya. I want to be open and honest with the information that staff need, and try to share what life is really like for us. Leaving Tamiya is going to be so hard for me. I hope the staff can help us, because this is a big transition for all of us.

Narrator:

Welcome to the Foundations of Transition for Young Children.

Today, most families of young children move between different types of early childhood services -- like Head Start, private child care, public preschool, or kindergarten.  For example, Jenny is receiving early intervention services and her parents are planning for her to attend Head Start when she turns three.

Sometimes families may use different providers across a single day or week. For instance, Juan’s mother drops him off at child care in the morning, where he is picked up by the school for preschool, then dropped back off at child care until his mother picks him up in the late afternoon to go home. Moving between and among these various programs is often referred to as ’transition’.

During this presentation, we’ll present information about:

• Desirable outcomes of transition
• Research identifying effective transition strategies
• Legal requirements for some particular early childhood transitions

Families and providers across programs need to talk and work together to plan for these transitions. This is important for all children.  But for children with disabilities these transitions can be more involved and complicated.  They often need more coordination among providers so that everyone can support the child’s special needs.

Now listen to Nancy Peeler, mother of Emma & Zoe, to hear her perspective on why transition planning is so important.

Nancy Peeler:

Both of our girls were in early intervention, for concerns about their speech and such.  With Emma, our oldest, we had a great service coordinator when she was a toddler and she made great progress.  We were comfortable with the people and the services, and how it worked around our family and our needs.  Then, age 3 arrived.  Transitioning out of Early Intervention was really difficult, and it was scary.  Everything we counted on was changing.  New people, new rules, new place, and even a bus.  A bus, for my 3 year old.  Some parents talk about it as falling off a cliff – going from solid ground to – who knows what.  But having people to help, people from early intervention and from the new program, can make all the difference in making the change a good one.

Narrator:

To help professionals and families of young children with disabilities understand this process, the National Early Childhood Transition Center developed a conceptual framework.

Every community has its own unique set of programs and services for young children.  This means programs need to develop relationships with each other to support children and families as they transition.

Conversations might include how program practices and curriculum are similar or different across programs. The communication and relationships across programs impacts the type of transition supports, practices and activities children and families receive.

The goal of good transition planning across the early years is for children to be successful in school. To reach this goal, we must prepare them for new experiences and opportunities they will have after transition.  When prepared, children are more successful in their new setting or program.

Children are more successful when they can:

• Engage with their peers, teachers and classroom environment,
• Quickly adapt to the rules, expectations and routines in their new setting or program,and
• Continue to grow, develop and learn.

Now Dr. Beth Rous will discuss the research that supports effective transitions.

Beth Rous:

As we work with families to identify specific transition practices and activities, current research evidence can provide some guidance.  There are a number of transition practices which have been shown to support children’s successful adjustment to new programs and settings.
A close, positive relationship between the new teacher and child is critical.  This relationship needs to be developed before, during, and after the actual transition.  When teachers work to develop these relationships across time, children have fewer problem behaviors and better cognitive outcomes in their new setting.

There should be a good match between the curriculum and teaching practices across programs. This includes identifying and supporting specific skill sets children may need in the new setting, like following directions or staying on task.

Children adjust better in the early grades when they have participated in high quality and developmentally appropriate classrooms.  In these environments, children learn critical skills to support their adjustment, like initiative and self-directed learning.

Social skills are important. This includes a child’s ability to negotiate conflict, develop relationships with their classmates and teachers, and follow class routines.

Parent-school involvement and satisfaction is related to better academic and social outcomes across the early elementary grades.

Narrator:

While transition planning is important for all children, for children with disabilities served through early intervention programs (or Part C), transition has a solid legal backing. 

Every child in early intervention has a service coordinator.  This service coordinator is responsible for overseeing the child’s transition planning process, which is documented on the child’s Individualized Family Service Plan or IFSP.

To support this planning, every child and family has the opportunity to participate in a special IFSP meeting devoted to transition.  This is called a Transition Conference. This conference must be held at least 90 days before the child’s third birthday, but can be held up to 9 months before.

At the IFSP meeting where the transition conference occurs, a transition plan must be developed. In this plan, specific steps and services needed to help the child and family transition out of early intervention services are outlined like:

• Identifying with the family their needs and goals for transition.
• Providing information on programs their child may be eligible for at age three.
• Identifying outcomes and goals for the child to support their preparation for a new setting or program.

Young children with disabilities and their families make many transitions across and between services, service providers, and settings by the time they enter school.  This includes changes across the day such as moving from home to child care to preschool; and changes across time, such as moving from early intervention into public preschool programs.  These changes require that professionals work closely with family members to identify specific transition practices and supports that can meet their needs and support their child’s positive adjustment to new environments.

Now returning to Nancy’s Story…

Nancy Peeler:

With great people and great help, Emma transitioned into special education.  We found new allies who helped her and helped us get comfortable with preschool.  We found common goals we could work on together.  We learned really important lessons in that process, things we used when our younger daughter, Zoe, was in early intervention and then transitioned out – although we had much less support that second time.  We looked back at what had worked with Emma, and used that same information to make the new situation better.  And we’ve used that information ever since – going into Kindergarten, into middle school, and high school.  The support and information that providers can give parents at critical times like transition can make all the difference at that time, and it can have long lasting benefits.  What you do to help at such critical times is really important!