The teacher does not know the best way to support Tamiya’s specific needs.
For young children like Tamiya, who are transitioning from early intervention to preschool (P), do intentional transition activities/practices (I) support continued learning and development (short-term outcome) and later school success (long-term outcome)?
- She likes dancing and has had some experience interacting with other children at church.
- She is fearful and needs individual attention from adults to participate in activities.
- Think about what the mother wants for Tamiya.
- Teacher shows interest in the child and asks to hold her.
- Mother wants her daughter to be safe and her needs to be met.
Activity 2.5a: Identify physical supports for Tamiya
- Think if the things that offer physical supports to children, like the step stool with handles.
- See Handout 2.6 for ideas.
Consider the family’s wishes (Luke’s mom’s schedule could allow her to be in the classroom for awhile). Consider the child’s comfort level (e.g., Luke will do well at mealtime but not large group time). Consider the other classroom dynamics (e.g., therapist’s availability).
- The teacher created a book for Dominick with pictures of himself, his new classmates and his new teachers to take home with him.
- A teacher could introduce the child to a buddy or show the child their special cubbie.
- Research found the following practices associated with positive outcomes: Establishing positive teacher-child relationships; coordinating transition supports between sending and receiving programs.
- The types of settings in the research studies were not like the intervention settings in the dilemma.
Activity 2.9a: Consider the transition policy
- Individualize and develop specific transition services and practices that address the needs of the family and the child.
- Consider the full range of services. (e.g., child care) and supports the child and family will need across the day and week when they leave the current setting
- Link families with other families that have been through the process.
- Clear communication
- Build partnerships
- Use practitioners
- Take photos
- Transition practices are flexible to change, consider different options.
- Child is shy, slow down the process.
Activity 2.12a: Use evidence-based practice decision making
- Found practices that support better child adjustment and increased learning for all children.
- Policies support transition
- clear communication, respect, home visits
- Teacher has concerns about meeting Tamiya’s needs and wants to work with the transition team for a successful transition.
- Think about the service coordinator’s role. What does Rosemary want? What are the individual needs of Tamiya? Are there adaptations of the classroom to consider? A phase-in schedule?
Responses should be consistent with the short term objectives in Tamiya’s IEP.