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 school districts. Smooth transitions require proactive, early collaboration and planning on the part of everyone involved, including the teacher.

Transitions almost always involve changes in:

• location,
• expectations,
• supports,
• peer groups,
• staff,
• jurisdiction and/or
• lifestyle.

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, the student may find it difficult to navigate crowded halls and stairways, to locate classrooms and to buy food in the cafeteria. These challenges can be met successfully with solid planning and collaboration.

The transition process requires careful planning to ensure that the elements of the IEP and the support services required to carry it out are not disrupted or lost. This section reviews important transition points students may experience as they move through the public school system.

Typically, at the time of kindergarten registration or before, the parent will identify the child as having special needs. Often the child has been in a preschool, day care or child development centre and has a history of receiving a range of support services. Parents will need to give permission for this information to go to the school district from Child Development Centres, Supported Child Care Consultants, preschools, and other Ministries or organizations.

Parents often seek reassurance that the supports required to meet the goals of their child's program will continue in the school setting. It is important for parents to understand that there will be ongoing support, but that school-based support may differ in type and quantity. A school-based team meeting, including parents and child-care personnel who are familiar with the child's needs, will facilitate the discussion of supports needed in kindergarten and ensure that the family's goals are communicated to the school and the school's philosophy is shared with the family.

A smooth transition of students with special needs from one class or program within a school to another can be facilitated if the key players meet to discuss the student's IEP, to ensure that programming is consistent, and to see that the necessary supports and materials are in place. Information about the student's strengths, needs, interests and celebrations is important to share. Successful modifications and strategies can be noted and any approaches found to be counter-productive can be communicated to the receiving team as well.

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. Planning a year in advance may be necessary for students with multiple needs, as they may require changes to the receiving facilities, and additional support staff .

Post secondary planning and career paths for students with special needs 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. 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.

Transition planning should include the student and family and begin at least two to three years before leaving school. Graduation planning should pay attention to post-graduate training for education or work, recreation, socializing/leisure, personal care and housing. Parents may need information related to community resources, advocacy support groups, housing options and financial support (e.g., GAIN). Other agencies/professionals who will be involved with the student as an adult should participate in the planning process.

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.