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Ed Transitions

When designing a transition plan for a student, educators consider the developmental age of the student and the goals that have already been reached. New goals will be set for the student, building on skills that have been mastered to ready the student for the next level. It involves both short- and long-range planning with a view towards to ultimate goals for the student. Is the goal to integrate him/her into the regular education classroom? Or, for a low-functioning student, is the goal to help that individual achieve independence in basic self-care tasks? The first word in the acronym "IEP" is important; the plan is designed with the needs of a unique individual in mind.

For young students, it has been shown that a successful transition between the day care setting and kindergarten is essential for both short-term and long-term developmental and academic success (Barblett, Barratt-Pugh, Kilgallon & Maloney, 2011, p. 42). In a survey of kindergarten teachers, researchers found that the majority of teachers believed in the importance of continuity in the transition process. Most viewed education as building blocks and believed their job was to continue building on the foundation that had been laid in day care. Most teachers cited parental involvement as an essential component of successful transition. Most teachers also believed that children who transitioned from a day care setting (as opposed to being at home) had an easier time, initially, in kindergarten, because they already had experience with group dynamics, listening to and bonding with an adult other than a parent, and the structures and routines of an institutional setting. Academic learning cannot take place until students have learned the basics about following classroom rules, listening to teacher directives, and working well with others.

The successful transition of kindergarten students from day care highlights considerations that must be undertaken in any transition plan, for students of any level to the next level. What continuity will the student have transitioning to the next level? Too many changes (e.g., new classroom, new teacher, new peers) can be overwhelming for a student and the struggle to adapt can require enormous effort, leaving little mental energy for new goals. In developing a transition plan, educators must consider how much change the student will experience and include managing change as a goal.

Another lesson that can be learned from the survey of kindergarten teachers is the importance of communication with parents and day care providers. While it is important for an educator to get to know a child through direct experience, it is necessary to get some background information from parents and others who have worked with the child, both to provide continuity and to gain a deeper understanding of the child's accomplishments, strengths and needs. Special educators and classroom teachers must likewise communicate in developing a transition plan for a student. For example, if the student spends time in the regular classroom, the teacher should share lesson plans with the special educator and discuss modifications. Likewise, f the student is pulled out for special services, modified lessons taught by special educators will help prepare the student for transition back to the regular classroom and help keep the student from feeling too isolated from peers.