Transitions are hard for all of us, but for students with disabilities, especially those with low incidence disabilities like deafblindness, transitions can be even harder. It wasn’t until I started talking to parents as part of my dissertation research on the importance of collaboration in Individualized Education Program (IEP) meetings that I realized that many of our kids were struggling with the same types of things.
In special education, there is, understandably, a key focus on the transition from high school to beyond. Even so, I was surprised to find that there was very little support for other types of transitions, such as the start of the school year or transition from an IFSP to an IEP. And, despite all the challenges, transitions are still not talked about enough. In talking to other parents, I realized that there needs to be more conversation regarding tough transitions that happen at all levels of education. In this blog, I’ll be discussing what I mean by “other types of transitions” and since it’s time to go back to school, I’ll be giving some tips for some transitions that occur at the beginning of the school year.
As a mom, the transition from summer to back-to-school is always filled with many different emotions and activities. There is so much paperwork to fill out, school supplies to purchase, the need to get back into the school routine, and more. But for parents of children with disabilities, we have other worries on our minds too:
Will the new teacher understand my child’s needs?
Will I need to update their IEP to adjust services or supports?
Will they get teased or bullied?
What will it take to adjust to any new classroom or teacher?
Will my kid thrive.
In research interviews, moms told me they also worry about other types of transitions: when a paraeducator changes, when any team member changes, when a nurse is out sick, when the para is out sick, a change in bus driver, when there is a substitute teacher. Then there is the change in school or district, change in special education placement, start of preschool (and therefore first IEP), and start of kindergarten. For many children, any change can be stressful and cause disruption. As parents, we do all we can to help mitigate this stress.
Speaking of stress, last year one of my colleagues in the field of deafblindness, Maurice Belote, did a webinar series on Closure, Ambiguity, and Stress. It was eye opening, not just as it related to my own children and the deafblind population, but for all humans. Maurice gave several examples that stood out to me. The first was about “graduation” or “promotion”. For many students with disabilities, they may not experience these transitions like their peers which may also hinder the next start of the school year experience. Maurice discussed the impact of ambiguity and closure on day to day activities including transitions. Without preparation and planning, the student may become distressed. We all like and appreciate closure and try to prevent ambiguity and stress. For many of us, we are able to regulate and plan ourselves. But others may need support through even seemingly small transitions.
We are approaching the time of year where there is one of the biggest transitions: the start of school. We, as parents, play a crucial role in helping our children with disabilities transition between school years. By working closely with IEP teams, parents can ensure a smoother and more supportive transition. Here are some ways parents can collaborate with IEP teams:
1. Be Actively Involved in Transition Planning:
Attend Meetings: Make sure to attend all IEP meetings, especially those focused on transition planning. Your input is vital in shaping the supports and strategies that will be in place for the upcoming school year.
Ask Questions: Don’t hesitate to ask questions about the transition process, including how the new environment will be structured and what supports will be available.
Request Specific Supports: If you believe certain supports or accommodations are necessary, advocate for their inclusion in the transition plan/IEP.
2. Share Valuable Information:
Provide Detailed Insights: Share any insights or observations about your child that may help the IEP team understand their unique needs, strengths, and challenges. This includes information about successful strategies used at home.
Update the Team on Changes: Inform the IEP team of any changes in your child’s needs, medical conditions, or home life that might affect their transition.
Student Profile: Help create a student profile or a “transition binder” that includes important information about your child’s learning preferences, strengths, challenges, and successful strategies. Share this with the IEP team and anyone working with your child.
In Service Training: In collaboration with IEP team members (TOD, TVI) conduct in-service training on vision and hearing loss/deafblindness.
3. Facilitate Communication Between Schools (if applicable):
Ensure Information Sharing: Make sure that your child’s current and future teachers communicate effectively. You might need to facilitate this process by sharing key documents or requesting joint meetings between the schools.
Student Profile: share a student profile or a “transition binder” that includes important information about your child’s learning preferences, strengths, challenges, and successful strategies. This can be given to the new teacher.
4. Prepare Your Child for the Transition:
Talk About the Change: Discuss the upcoming transition with your child in a positive and supportive way. Use social stories or visual aids if necessary to help them understand what to expect.
Visit the New School or Classroom: Arrange for your child to visit the new school or classroom before the start of the school year. This can help reduce anxiety by making the environment more familiar.
5. Build Relationships with New Staff:
Introduce Yourself: Take the time to introduce yourself to the new teachers and support staff. Building a positive relationship from the start can help ensure better communication and collaboration throughout the school year.
Share Contact Information: Provide the new team with your preferred contact information and best times to reach you. Establish a communication plan that works for everyone.
6. Monitor the Transition Process:
Stay Informed: Keep in close contact with the IEP team during the first few weeks of the new school year. Regular updates can help you monitor how your child is adjusting and whether any additional supports are needed.
Be Ready to Adjust: If your child is struggling with the transition, work with the IEP team to make any necessary adjustments to the plan or supports.
7. Support Your Child at Home:
Maintain Routines at Home: Keep routines as consistent as possible at home to provide stability during the transition period.
Provide Emotional Support: Acknowledge your child’s feelings about the transition, whether they are excited, anxious, or unsure. Offer reassurance and support as they navigate the change.
8. Encourage Training and Workshops:
Advocate for training opportunities for school staff, particularly if your child has specific needs that require specialized knowledge or strategies.
By taking these proactive steps and maintaining a collaborative relationship with the IEP team, you can help ensure a more successful and less stressful transition for your child as they move to a new school year.
Transitions, especially for students with disabilities, can be positive and empowering when approached with thoughtful planning and strong support systems. Effective transitions involve clear communication, collaboration between educators, families, and students, and a focus on the individual needs and strengths of the student.
Parents play a crucial role in this process by advocating for their child, ensuring that transition plans are personalized, and actively participating in decision-making. When parents are involved, they can help bridge the gap between school and home, providing continuity and reinforcing strategies that work.
With the right planning, such as setting realistic goals, providing appropriate accommodations, and ensuring access to necessary resources, students with disabilities can experience smoother transitions. These well-supported transitions can lead to increased confidence, independence, and success in their new environments, whether transitioning from one grade to another, moving from school to beyond, experiencing one of the other types of transitions mentioned earlier. Overall, positive transitions help students build the skills and resilience they need to thrive.
What transition strategies have you found most effective? I’d love to hear your tips and strategies. I wish you and your children a great start to the school year.
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