Special Education
Teaching Students with Learning and Behavioural Differences
A Resource Guide for Teachers
Appendix 16: Transition Planning
Students experience significant transition points throughout their education. The major points are the transitions into the school system, into secondary schools and into the community. Students may also experience transitions between grades, programs, schools and districts. Smooth transitions require pro-active, early collaborative planning on the part of everyone involved, including the teacher.
Transitions almost always involve changes in these areas:
- location,
- expectations,
- supports,
- peer groups,
- staff,
- jurisdiction, and/or
- lifestyle.
Effective TransitionsTransitions can be more effective when planning includes opportunities for:
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Teachers should be aware that they may encounter some challenges along the way as they plan transitions. District policies and procedures regarding transfer of records may result in delays. There may be requests to speed up the entry of a student into the school with no plan in place. Maintaining continuity and consistency of support services can be a challenge. The student may have inadequate preparation to cope with requirements in the new area. For example, navigating crowded halls and stairways, locating classrooms or buying food in the cafeteria may be difficult for some students. These challenges can be met successfully with solid planning and collaboration.
Transitions into the school system
In most cases students with learning or behaviour differences will not have been identified before entering the school system. Typically, the formal demands of the school system accentuate the difficulties these students experience. In some cases however, particularly if the student has been involved in formal structured activities such as Sunday School, preschool, or organized sports, the parents may communicate some concerns about the student's cognitive development or behaviour. This information may alert the teacher to carefully observe the child and to intervene when necessary to facilitate successful school experiences. When discussing a potential learning or behaviour difference, teachers need to be aware that this could be a sensitive issue for parents - this may be the first indication that their child may be progressing or behaving differently from others in the classroom.
Transitions between Grades or Programs
A smooth transition of students with learning and/or behavioural differences, from one class or program within a school to another, can be facilitated if the key players meet to discuss the student's IEP, ensure that programming is consistent, and that necessary supports and materials are in place. Information about the student's strengths, needs, interests, and celebrations is important to share. Successful adaptations and modifications can be noted, and any approaches found to be counterproductive can be communicated to the receiving team as well.
Transitions to Secondary Schools
Smooth transition to the secondary school requires careful planning to ensure that elements of the current IEP are relevant and functional with respect to the programming available at the next level. Planning should happen at least one month prior to the change. If the student requires major additional supports (e.g. additional support staff, laptop computer), planning up to a year in advance may be necessary.
In some cases, transition planning with students preparing to enter secondary school can be a positive influence on their performance. If they see "where they are going," they may be more likely to work toward getting there.
Transitions from Secondary School to future activities
Post-secondary planning and career paths for students with learning and/or behavioural differences will be as varied as it is for other students. While some students may wish to continue on to post-secondary education, others may choose an apprenticeship program or enter directly into the world of work. For some, perhaps because of their interests or the challenging nature of their special needs, an approach that includes extensive on-site training and the provision of technical aids may be required. Some students may require pre-job preparation and extensive simulation and practice.
Post-secondary transition planning should include the student and family and begin no later than age 16 and ideally, three years before leaving school. Graduation planning should pay attention to life-centred career competencies, transition skills in community living, interpersonal/social relations, and daily living skills. Key issues may involve goal setting in the areas of residential and leisure alternatives, employment alternatives, post-secondary personal-social skills trainingÊand post-secondary training alternatives. Parents may need information related to community resources and advocacy support groups. Other agencies/ professionals who will be involved with the student as an adult should be invited to participate in the planning process (e.g., employer, community college counsellor).
Transition planning at this level should begin by considering the transition outcomes to be acquired by the student while still in school and the services to be received prior to and following the ending of schooling by community agencies and/or services delivery agencies. This may require an orientation of students and families to local and regional agencies that provide post-secondary services and preparing students and families to work with various agencies in the transition process.
Transitions between Districts
Students transfer from one school district to another for a variety of reasons. Typically, there is a significant delay in receiving records from another school. Parental consent must be received prior to release of records. In order to expedite the process, parents may sign the release form as soon as they are aware that they will be moving. Parents should not expect that the child will be placed immediately upon arrival at the school. A reasonable delay may be necessary in order to plan and gain access to the most appropriate placement and services.
