Special Needs Transition Intervening to Place Children

Special Needs Transition Intervening to place children towards their appropriate levels of schooling is very important and requires certain and descriptive analysis. As a result of these changes, coping mechanisms are developed for the children that present new and different challenges for the both the educators and the parents and family of the child in question.

The purpose of this essay is to discuss the factors involved that would promote or hamper a successful transition dealing with a child who has been learning in a center-based program to a more advanced program within an inclusion kindergarten program. I will additionally explore what factors are necessary for the likelihood of successful adjustment within the changing scenario. Dunlap (2009) highlighted the legal necessities of a such a transition. He noted " transitions often involve major changes in routines.

Federal laws ( in particular, the Individuals with Disabilities Education Act [ IDEA]) mandate transition planning. Part B of IDEA focuses on transition planning for children 3 years and older; Part C presents guidelines for transition plans for children younger than 3 ( Hanson & Bruder, 2001). Transition plans must be included in individualized family service plans ( IFSPs) and individualized education programs ( IEPs) and must include a statement of the services " (p. 124). This legal mandate should help guide the educators and the parents towards a successful transition.

The legal mandates are certainly not the most important factor in this change. The child itself becomes the target of successful transition and certain factors that may help in the development need to be explored fully. Dunlap (2009) noted the reluctance of change in this particular instance. He claimed " when transitions occur, parents typically lose relationships with teachers and therapists they have grown to trust and value.

Initially, most parents believe that no one else can care for their child as well as the child's current teachers or therapists." This friction between institution and family needs to be addressed in order for a successful transition. There are many other problems in this scenario however. Cook (2012) laid out explicit steps in offering guidance to the situation. These six steps include: planning ahead, identify the parents role within the transition, discussing placement options, prepare for changes in service delivery, coordinate with service providers, ensuring new program is sufficient.

These steps are important but only give a rough outline as to what is supposed to occur in this type of transition. These steps are useless unless the parents and teachers are both recognizing the same patterns and can facilitate these changes smoothly and consciously. Cook (2012) highlighted some unique properties of this particular exchange.

He noted that "the transition from early intervention to preschool services often occurs at a time when families are still dealing with significant emotional issues, such as ongoing grief and anxiety, clarification of diagnosis, difficulty obtaining services and dealing with bureaucracy and impact on family members " (p.125). Cook further stresses that prior planning will help alleviate negative effects of this transition. It.