Katie: Easing Transitions

With the new semester comes a new challenge: looming transitions. Next fall my students, both the children with autism and those without, will move on to another preschool program or to Kindergarten, depending on need (I wish we could keep them forever!).

This is a difficult transition for any family, I think. All parents want their children to thrive in their education and be prepared for their future. My goal is to assist all my parents in making the best decision for their child and family. Of course, having a child with an exceptionality makes this decision all the more challenging.

I want to make sure that I am doing all I can to provide parents with useful information and help guide them through the decision-making process. How best to do this? I’d like to ask all of you for guidance as I embark on my own decision-making process.

My challenges:

• Each child has different strengths and needs.
• Each child is at a different stage in his or her development.
• Parents are not always fully aware of their rights.
• Parents are not always fully aware of their options.
• I’m not even completely aware of all the rights and options parents have.
• I don’t want to jump to any conclusions about school options (other school districts).
• I don’t want to let my personal opinion influence a family’s decision (unless there is something that I cannot ethically agree with).
• I want to give parents ALL the information I can—But what’s too much? What’s most important?
• I want parents to make the choice themselves without relying too heavily on me (or my team), so that they are well on their way to becoming advocates for their child and family.

What I have done thus far:

• Asked parents what options they are interested in.
• Gathered information (mostly general) about those options.
• Decided to visit potential schools with parents, if they so choose.
• Gathered information about parents’ rights.
• Decided not to let my own opinions guide a family’s decision, but rather to give them the tools they need in order to make the best decision for themselves (see below).

What I plan to do:

• Gather more information about potential schools and parents’ rights and options.
• Summarize this information for the parents in a way that is easy to understand but doesn’t disregard or minimize any of the content.
• Plan home visits with each family (both typical peers and children with autism) to discuss “what’s next.”
• Give parents the tools needed to make an educated decision that works best for their child and family, including:

a) Knowing their rights and responsibilities—that is, the law.
b) Organizing priorities for each child (i.e., academics, socialization).
c) Prioritizing expectations for the school/classroom the child will be in.
d) Knowing what questions to ask in order to learn more about those priorities.
e) Building their confidence in being an advocate and decision maker for their child and family.

How’s this sound? What more do I need? What do I not need?

I strongly believe that the parent’s choice is the right choice, regardless of my own thoughts or opinions. So I want to be sure they are well equipped to make a decision that they are happy with and that leads to success in the future.

Any feedback is good feedback! Parents, colleagues, throw ‘em at me!

Comments

[Nicole]

First I would like to start by saying that transition is difficult for all students,whether they have exceptionalities or not. Part of a successful transition is appropriate planning for the student and integrating them into the new environment in the smoothest way possible. I work with students with Autism in a self-contained environment and tansitioning is often a major issue for them. I have two students transitioning to post secondary placement and parent involvement is key to making this a success. Also working with the transition fascilitator to provide opportunities for parents to visit different fasciliites is extrememly helpful. Transitions are difficult for all parties involved and it really requires a team effort to make this happen. I really liked how you outlined the problem, current procedures and future procedures; having a clear understanding and plan of action makes the transition easier on everyone.

[Charlene]

I have a lot of respect for the teachers who concerns about where their students will be next year and the fact that you are encouraging that the parents be on board. I have seen it happen and I live this struggle as a mom with a special needs preschooler.Great Job

[melissa]

I am totally impressed with the amount of responsibility you are taking with your students. They are very lucky to have a teacher like you!!! I just wanted to suggest that you talk to the parents about what philosophy of teaching they want to pursue for their child what's best and what they are open to-is it sensory integration, is it behavior analysis, is it movement therapy? This way you can at least narrow down your searches for some of the students. Keep up the great work and thank you!!!

[Gina]

I teach in a high school multiple disabilities classroom. This year I am transitioning most of my students into adult day programs. There are so many programs that my parents had to make decisions about. The parents were very stressed and only wanted the best for their children. I set up visits to the different programs for the parents and even did fieldtrips there with the students. When they made a final decision, I made a packet of information about the student to send over to their new placement. This just gave them my behavior plans, rewards, and what level of independence they have. This made the parents, students, and future placement workers have an easier transition period.

[Jill Powers]

Katie,
I think you have great and wonderful connections between your students, parents, and yourself. As educators we must have ALL or as many parents as possible on board with us in order for their child to be successful. Parents are the key to success in the classroom. One of my fellow colleagues is a parent to a child with autism. She oftens brags about how great it is to have the personal connection with her son's teachers. They seem to listen and understand all of her fears when transitioning him to a new school. Organization is very important because children with autism need the structure and as much of a routine as possible. I hope you keep your positive attitude the parents will be extra supportive in any legal or ethical discissions that will influence the best possible outcomes for their child.

[Jaclyn]

Hi Katie,
I think Chris brings up an excellent point. Making sure that you can provide the new school with each child's specific needs would help tremendously. The change of a new environment will be difficult enough for a child with autism and helping the new teachers to know and understand each child would be very beneficial. Especially tips on how to calm a child down when in the middle of a meltdown. I am knew to the ASD program this year and took over for a teacher who took leave. I did not know anything about her students that she has had for one to two years, so I had to spend time getting to know the students, finding out the triggers that upset the students, and using trial and error to find out how to best calm him/her down. I think the more information you can relay to next year's teacher the better. Also, my county puts on many "transition fairs" for parents to attend so they learn about the process, their rights, and their options. If your county does not provide that, maybe you could suggest that! I really admire your desire to put parents first because I think that many times the parents voices are unheard and the decisions have already been made before meetings as to what will happen for the upcoming year. I am glad to read about someone who values the opinions of parents.

[Sue]

Does your school system have a Parent Resource Center? A place where parents can meet each other for "Mug and a Muffin'? to look over resources, a lending library of books, or toys, loan outs of AT equipment? to share info, to network via Facebook accounts, to learn about USE-Understanding Special Education, that maze they may be navigating over the next 18 years? to learn about transitions, that they have to be planned, that it helps to visit potential sites, to peek into rooms to see how they're operating? Some systems don't allow this 'observation' time due to student confidentiality. But if there's a biter or screamer in the room and only one para, that is a key bit of info that can affect how a medically fragile/vulnerable child is going to fare in that room and to decide if more supports are needed. What about the school system LEA, providing 'blog' time on transition through Noodle or do some Twitter. Parents are often up until 3:00 am on internet trying to network so this is a key way for involvement and LEA support (or from an advocacy group, like a local Arc). Good luck to all!

[J'nett Cohen]

Katie,
I am in a very similar situation. I too have an inclusion class. Some of my students (those w/ IEP's) I have had for 2 years! I am also feeling like I want the transition to go smoothly not just for the students but the families as well. Some of the staff from other districts have begun to visit our classroom to become familiar with the students they will be testing, and perhaps eventually be working with. I will be having CPSE meetings for these students starting in the early spring.
It sounds like you have gathered a lot of information and done a lot of thinking about what your role should be. Good for you.
My suggestions...make sure that all the therapists involved with the students are on the same page as you so that there are no surprises @ the CPSE/CSE meetings. Usually, I am the one who represents the team @ the meetings. I am also the one who communicates the parents wishes & wants. Often because the parents are too shy to speak up or are overwhelmed with all the "mumbo-jumbo" speak @ these meetings. However, you do it (meetings before the actual CPSE, role-playing, connecting them to other parents) try to get your parents to speak, comment, or read from a prepared sheet @ the meetings. It is so important for them to feel like they had a say about their child's education and to empower them to be an advocate for their child & their family in the future.
Also, don't put so much pressure on yourself. In the districts we work with there is usually a parent advocate @ each meeting. Perhaps you can arrange a meeting with this person, the parent, and yourself. This person may be able to give some insight from a parent's perspective.
Good luck, J'nett in Cottekill

[ChrisSchmidt]

Laurie has some great suggestions. I'd include in your note to the new teachers information about what works in the event of an emotional meltdown or if there is a frequent trigger. If there is a specific word or phrase that is important (potty instead of restroom, say) they need to know that, too. Start making these kinds of notes NOW so you aren't struggling to fill in the blanks at the last minute! You can do this!!! The worst part of it will be saying good-bye to those kiddos you've come to love!

[Bill]

I just recently started learning about the needs of those with learning disabilities. Transition plans, familiarization with surroundings, etc... I must admit that I'm impressed with the level of detail required to help those needing help to negotiate the transition.

[Laurie Weil]

Hey Katie,
It is hard to send your children on to a new school/program. You give it your all and you want to do everything possible to ensure that the next move is the best move. You don't mention how school choices are made and how options are chosen. I ran a K-5 inclusive program for children whose behavior impacted their ability to learn (ED/LD). Or BD/LD depending on the year. Children transitioned in and out at any time of the year. To facilitate and make it as painless as possible for my kids, we tried to have the old team meet the new team and sent at least one rep with some standing for parent visits to check out each program. We made a transition book with pictures of the new surroundings and new faces for the student and arranged at least one visit to the new facility with a trusted teacher, usually after hours to avoid overwhelming anyone. If it was a summer transition, we would suggest playing on the grounds and becoming comfortable with the surroundings. If the transportation changed, we tried to prep for that also. I wrote a transition plan for each student with input from the new school that included how to make the transition along with a sheet that introduced the new student to the new staff. Likes, dislikes, key behaviors, successful behavior plans or interventions - anything that would make the move successful. Communication is a big part of this. You hope that the new staff will be able to reassure the parents that their child is just as important to them as he was to you. You can include communication in the transition plan and in the IEP. Journals etc. It works best if there is one key person to handle communication. I would hope that the receiving school has been to your program for observations and hands on info to relay to the new team. Parents play such a key role because they transmit their feelings to their kids - if they are calm and happy with the move, it frequently carries over. Along with the alternative. It sounds like you are doing a great job and trying to think of everything you can.