AParentsPerspectiveonTransition父母的角度對(duì)轉(zhuǎn)型32張課件

1、What are Transitions?A “Transition” is any time a student moves from one placement into another.From Birth to 3 into Pre-SchoolFrom Pre-School into KindergartenFrom Kindergarten into Elementary SchoolFrom Elementary School into Middle SchoolFrom Middle School into High SchoolFrom High School into Co

2、llege or Post Secondary EducationFrom College/Post Secondary Education into Adult Living第1頁(yè)，共32頁(yè)。Birth to Three Focuses on the family and how they interact with the childServices primarily in the childs homeServices focus on training the parents on how/what to do with the childIndividual Family Supp

3、ort Plan (IFSP)In the natural environment and individualizedEncourages playtime for development第2頁(yè)，共32頁(yè)。Family Concerns Moving from Birth-3 into Pre-SchoolPre-school more focused on the child and not on the familyGoing outside of the home to “school”Receiving quality servicesReceiving enough service

4、sTrusting the staffLetting go of the routine and control they are accustomed第3頁(yè)，共32頁(yè)。How Can WE Make This Transition Easier on ALL Concerned?Service coordinator contacts all appropriate “potential” receiving agencies that family wants invited to a face-to-face transition planning meeting, including

5、one or more of the following:School systemEarly Head Start/Head StartChild care, private schools and other community settingsOther agencies for support needed by familyBegin talking about the transition way before it is to occur.Conduct transition planning with parent. Add plan to the IFSP第4頁(yè)，共32頁(yè)。H

6、ow Can WE Make This Transition Easier on ALL Concerned? ContinuedProvide packet of information on the child to potential receiving agencies with parental consent.Provide training for parents regarding transition process and future service options. Involve interagency partners in this training.Conduc

7、t 90 day face-to-face meeting with all appropriate receiving programs to discuss:第5頁(yè)，共32頁(yè)。How Can WE Make This Transition Easier on ALL Concerned? ContinuedUpdating of transition plan by interagency partners with family to address:Activities which will prepare the child and family for the transition

8、 andStrategies for sharing information among sending and receiving agencies.Develop an IEP to meet the childs needsChilds program options from 3rd birth date through remainder of school year第6頁(yè)，共32頁(yè)。Pre-School/Head StartLess focused on the family, more on the childMove from an IFSP (at age 3) to an

9、Individualized Education Program (IEP)Moving into a creative curriculumAttending school with other children (both students with and without disabilities)Focused play to learn new skillsGroup interactions第7頁(yè)，共32頁(yè)。Transitioning into Kindergarten-Family ConcernsKindergarten not so focused on the family

10、Parents fear how their child will interact with other childrenNot as much individualized attention to the family-focused on the childMoving from home into schoolParents will begin to see the developmental differences between their child and others.第8頁(yè)，共32頁(yè)。How Can WE Make This Transition Easier on A

11、LL Concerned? Provide parents with information on programs and/or services including enrollment requirements and registrationProvide transition related training to prepare staffTo follow appropriate procedures andTo support children and families in the transition processProvide training for parents

12、regarding transition process and future options. Include interagency partners in the training.第9頁(yè)，共32頁(yè)。How Can WE Make This Transition Easier on ALL Concerned? ContinuedPlan activities to prepare child for the next step.Arrange visits to the new classroom for children, families and staff from the se

13、nding program.Coordinate with other agencies to transfer relevant records to next placementRelease demographic information/screening evaluation to the new class第10頁(yè)，共32頁(yè)。Kindergarten/Head Start Beginning to move from “play” to more academic activities.Activities that will enable the student to read

14、and write.Vocabulary building activities.Listening activities.Beginning to see more structured activities that require the student to be still and pay attention. More student focused.第11頁(yè)，共32頁(yè)。Transitioning from Kindergarten/Head Start-Family ConcernsMore focus on the child and much less on the fami

15、ly.Noticeable gaps are beginning in achievement and development.IEP becoming more focused on academic skills.More demands are being placed on the child in the classroomGoing to the bathroom independentlySitting still and listeningWriting and reading activitiesWill he/she be able to keep up?!第12頁(yè)，共32

16、頁(yè)。How Can WE Make This Transition Easier on ALL Concerned?Begin talking about “Elementary School” early in the school year.Discuss the change in structure with the student and the parents.Encourage parents to increase their participation in “homework” with the child in the eveningsHave a set time fo

17、r home workIf the child has no homework, have them practice reading or writingDevelop a positive attitude toward school第13頁(yè)，共32頁(yè)。How Can WE Make This Transition Easier on ALL Concerned? ContinuedInvite a first grade teacher to the childs end of year IEP so he/she can explain the expectations to the

18、parentsHave a first grade teacher come to the classroom and explain the expectations to the studentsLet the students spend some time in the first grade classroom the last week of schoolHave a back to school night for parents and students before school begins to meet the teachers and learn expectatio

19、ns第14頁(yè)，共32頁(yè)。Elementary SchoolVery student focused with little family involvementHigher expectationsSociallyAcademicallyBehaviorallyMore interaction with a variety of ages of childrenGreater demands on the student第15頁(yè)，共32頁(yè)。Family Concerns about Elementary SchoolThe achievement gap widensWill my child

20、 be able to keep up with his/her peers?Will I be informed if my child falls behind?Will my child fit in with the other students?Will my child be able to remember the rules?Who will help me if there is a problem?Will my child receive the services he/she needs?What about all of the tests the students

21、are required to take?What about the bus ride?第16頁(yè)，共32頁(yè)。How Can WE Make This Transition Easier on ALL Concerned?Each year have a “move up” day where the students and the parents can meet the new teachersBegin planning for the progression early in the school yearKeep the lines of communication open be

22、tween the school and parentsEncourage parent involvement in the schoolParent volunteersRead in the classroomTutor studentsPlayground dutyLunchroom duty第17頁(yè)，共32頁(yè)。Middle School Very student focusedGreater academic expectationsGreater social expectationsA different teacher for each classBegin thinking

23、about “real life”Focus on becoming more independentRequiring more independent assignmentsBegin making presentations to the class第18頁(yè)，共32頁(yè)。Parents Transition Concerns for Middle SchoolSocial IssuesSmokingDrinkingDatingLevel of Support from teachersLevel of Communication between school and homeOpportu

24、nities for the parent to participate in school activitiesExtracurricular ActivitiesKeeping up with school work第19頁(yè)，共32頁(yè)。How Can WE Make This Transition Easier on ALL Concerned?Begin discussions of Middle School expectations well in advanceHave a “Move Up” activity for both parents and studentsBoth c

25、an go through the students scheduleBoth can meet the teachersBoth can attend meetings and have their concerns addressedHold 5th grade IEP meetings at the Middle SchoolKeep lines of communication open between school and home第20頁(yè)，共32頁(yè)。High School Focused on Student ResponsibilitiesMotivationInitiation

26、Study SkillsHigh ExpectationsVery academically focusedRigorous curriculumFocused on test scoresEncourages independent thinkingFocused on Adult LifeEncouraging participation in vocational activitiesAge 16 transition planning on the IEP第21頁(yè)，共32頁(yè)。Parents Transition Concerns for High SchoolKeeping up wi

27、th the curriculumCredits needed to graduateScoring well on tests:ACTSATVocational-End of Course ExamsWESTESTSocial IssuesPeer influencesAlcohol/drugsDatingDrivingHaving skills to do well upon graduation第22頁(yè)，共32頁(yè)。How Can WE Make This Transition Easier on ALL Concerned?Meetings for parents and student

28、s to discuss:Credits needed for graduationSchedulingCurriculumTesting proceduresExpectationsPeer influences and social issuesCode of ConductProgress reportsEncourage parents to contact their students counselor if/when they have questions or concernsEncourage continued communication between school an

29、d home第23頁(yè)，共32頁(yè)。Post Secondary Education/ActivitiesInstructionCollege LevelCommunity CollegeBusiness CollegeVocational RehabilitationVocational SchoolVocational RehabilitationTrade SchoolRelated ServicesCommunity ExperiencesDevelopment of EmploymentOther post-secondary adult living objectivesAcquisi

30、tion of daily living skillsFunctional vocational evaluation第24頁(yè)，共32頁(yè)。Parents Concerns for Post Secondary Education/ActivitiesWhere will this occur?Can my young adult live independently?Will they be able to succeed in their chosen activity?Who will assist them if necessary?How can we receive financia

31、l assistance?What happens if they do not succeed?What accommodations or modifications can be made for them in the workplace?第25頁(yè)，共32頁(yè)。How Can WE Make This Transition Easier on ALL Concerned?Begin planning early!Involve ALL of the necessary playersVocational Rehabilitation/Vocational SchoolSchool Cou

32、nselorsTeachersCommunity AgenciesSocial SecurityHousingAdult Services第26頁(yè)，共32頁(yè)。How Can WE Make This Transition Easier on ALL Concerned? ContinuedDevelop a plan where everyone knows their responsibilitiesEncourage the parents and student to visit the next placementHave questions ready to askGeneral QuestionsQuestions specific to students needsQuestions s