Presentation on theme: "A Parents Perspective on Transition Services/Processes for Children with Special Health Care Needs and Family Members."— Presentation transcript:
A Parents Perspective on Transition Services/Processes for Children with Special Health Care Needs and Family Members
What are Transitions? A Transition is any time a student moves from one placement into another. From Birth to 3 into Pre-School From Pre-School into Kindergarten From Kindergarten into Elementary School From Elementary School into Middle School From Middle School into High School From High School into College or Post Secondary Education From College/Post Secondary Education into Adult Living
Birth to Three Focuses on the family and how they interact with the child Services primarily in the childs home Services focus on training the parents on how/what to do with the child Individual Family Support Plan (IFSP) In the natural environment and individualized Encourages playtime for development
Family Concerns Moving from Birth-3 into Pre-School Pre-school more focused on the child and not on the family Going outside of the home to school Receiving quality services Receiving enough services Trusting the staff Letting go of the routine and control they are accustomed
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 one or more of the following: School system Early Head Start/Head Start Child care, private schools and other community settings Other agencies for support needed by family Begin talking about the transition way before it is to occur. Conduct transition planning with parent. Add plan to the IFSP
How Can WE Make This Transition Easier on ALL Concerned? Continued Provide 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. Conduct 90 day face-to-face meeting with all appropriate receiving programs to discuss:
How Can WE Make This Transition Easier on ALL Concerned? Continued Updating of transition plan by interagency partners with family to address: Activities which will prepare the child and family for the transition and Strategies for sharing information among sending and receiving agencies. Develop an IEP to meet the childs needs Childs program options from 3 rd birth date through remainder of school year
Pre-School/Head Start Less focused on the family, more on the child Move from an IFSP (at age 3) to an Individualized Education Program (IEP) Moving into a creative curriculum Attending school with other children (both students with and without disabilities) Focused play to learn new skills Group interactions
Transitioning into Kindergarten- Family Concerns Kindergarten not so focused on the family Parents fear how their child will interact with other children Not as much individualized attention to the family-focused on the child Moving from home into school Parents will begin to see the developmental differences between their child and others.
How Can WE Make This Transition Easier on ALL Concerned? Provide parents with information on programs and/or services including enrollment requirements and registration Provide transition related training to prepare staff To follow appropriate procedures and To support children and families in the transition process Provide training for parents regarding transition process and future options. Include interagency partners in the training.
How Can WE Make This Transition Easier on ALL Concerned? Continued Plan activities to prepare child for the next step. Arrange visits to the new classroom for children, families and staff from the sending program. Coordinate with other agencies to transfer relevant records to next placement Release demographic information/screening evaluation to the new class
Kindergarten/Head Start Beginning to move from play to more academic activities. Activities that will enable the student to read 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.
Transitioning from Kindergarten/Head Start-Family Concerns More focus on the child and much less on the family. 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 classroom Going to the bathroom independently Sitting still and listening Writing and reading activities Will he/she be able to keep up?!
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 evenings Have a set time for home work If the child has no homework, have them practice reading or writing Develop a positive attitude toward school
How Can WE Make This Transition Easier on ALL Concerned? Continued Invite a first grade teacher to the childs end of year IEP so he/she can explain the expectations to the parents Have a first grade teacher come to the classroom and explain the expectations to the students Let the students spend some time in the first grade classroom the last week of school Have a back to school night for parents and students before school begins to meet the teachers and learn expectations
Elementary School Very student focused with little family involvement Higher expectations Socially Academically Behaviorally More interaction with a variety of ages of children Greater demands on the student
Family Concerns about Elementary School The achievement gap widens Will my child 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 are required to take? What about the bus ride???
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 teachers Begin planning for the progression early in the school year Keep the lines of communication open between the school and parents Encourage parent involvement in the school Parent volunteers Read in the classroom Tutor students Playground duty Lunchroom duty
Middle School Very student focused Greater academic expectations Greater social expectations A different teacher for each class Begin thinking about real life Focus on becoming more independent Requiring more independent assignments Begin making presentations to the class
Parents Transition Concerns for Middle School Social Issues Smoking Drinking Dating Level of Support from teachers Level of Communication between school and home Opportunities for the parent to participate in school activities Extracurricular Activities Keeping up with school work
How Can WE Make This Transition Easier on ALL Concerned? Begin discussions of Middle School expectations well in advance Have a Move Up activity for both parents and students Both can go through the students schedule Both can meet the teachers Both can attend meetings and have their concerns addressed Hold 5 th grade IEP meetings at the Middle School Keep lines of communication open between school and home
High School Focused on Student Responsibilities Motivation Initiation Study Skills High Expectations Very academically focused Rigorous curriculum Focused on test scores Encourages independent thinking Focused on Adult Life Encouraging participation in vocational activities Age 16 transition planning on the IEP
Parents Transition Concerns for High School Keeping up with the curriculum Credits needed to graduate Scoring well on tests: ACT SAT Vocational-End of Course Exams WESTEST Social Issues Peer influences Alcohol/drugs Dating Driving Having skills to do well upon graduation
How Can WE Make This Transition Easier on ALL Concerned? Meetings for parents and students to discuss: Credits needed for graduation Scheduling Curriculum Testing procedures Expectations Peer influences and social issues Code of Conduct Progress reports Encourage parents to contact their students counselor if/when they have questions or concerns Encourage continued communication between school and home
Post Secondary Education/Activities Instruction College Level Community College Business College Vocational Rehabilitation Vocational School Vocational Rehabilitation Trade School Related Services Community Experiences Development of Employment Other post-secondary adult living objectives Acquisition of daily living skills Functional vocational evaluation
Parents Concerns for Post Secondary Education/Activities Where 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 financial assistance? What happens if they do not succeed? What accommodations or modifications can be made for them in the workplace?
How Can WE Make This Transition Easier on ALL Concerned? Begin planning early! Involve ALL of the necessary players Vocational Rehabilitation/Vocational School School Counselors Teachers Community Agencies Social Security Housing Adult Services
How Can WE Make This Transition Easier on ALL Concerned? Continued Develop a plan where everyone knows their responsibilities Encourage the parents and student to visit the next placement Have questions ready to ask General Questions Questions specific to students needs Questions specific to parents needs DO NOT BE AFRAID TO REVISE THE PLAN!!!!
Parent-Educator Resource Centers (PERCs) At any time in any of the transitions if you need: Training Information Support A friendly ear Contact your local PERC 38 across the state Staffed with a parent of a student with a disability and an educator
RESOURCES WV Early Childhood Training Connections and Resources: http://www.wvearlychildhood.org/links.asp http://www.wvearlychildhood.org/links.asp Parent Educational Advocacy Training Center: http://www.peatc.org/ http://www.peatc.org/ National Center of Secondary Transition: http://ncset.org/ http://ncset.org/ Job Accommodation Network: http://janweb.icdi.wvu.edu/ http://janweb.icdi.wvu.edu/ Benefit Eligibility Screening Tool (BEST): https://s044a90.ssa.gov/apps12/best/benefits/ https://s044a90.ssa.gov/apps12/best/benefits/
RESOURCES Continued National Dissemination Center for Children with Disabilities: http://www.nichcy.org/http://www.nichcy.org/ Parent Education Resources: http://www.parent-education.com/ http://www.parent-education.com/ West Virginia Disability Resources: http://www.familyvillage.wisc.edu/comm/west virginia.html http://www.familyvillage.wisc.edu/comm/west virginia.html ConXtions: www.wvabe.orgwww.wvabe.org PACER Center: http://www.pacer.org/http://www.pacer.org/
THANK YOU!! Betsy Peterson, Parent Coordinator Office of Special Education Building 6, Room 304 1900 Kanawha Boulevard, East Charleston, WV 25305 304-558-2696 1-800-642-8541 firstname.lastname@example.org