| The sun is beginning to shine, and the | | | | to them in the future. |
| fresh smells of spring are upon us. This | | | | Make decisions as a team. It is |
| time of year is always a favorite of | | | | important for educators and parents |
| mine, whether I am at school working | | | | alike to make informed decisions |
| with my students or walking through the | | | | regarding placement for the coming |
| park with my son. As a special educator, | | | | school year. Having received input from |
| this time of year is always busy in the | | | | the child, parents and educators should |
| school systems. Special educators, | | | | discuss the best options for success. |
| parents, and support staff alike | | | | Make a plan for the summer. It is very |
| generally meet together for an annual | | | | useful for students with disabilities to |
| Individualized Education Plan (IEP) for | | | | see a visual of how the transition will |
| the coming school year. For those of you | | | | take place. You can draw a map for the |
| who are unfamiliar with them, IEPs are | | | | summer, or write important dates on a |
| usually completed in the spring for | | | | calendar (for example when school ends, |
| students receiving special education | | | | summer events, meeting the new teacher, |
| services. When preparing for IEPs, it is | | | | when school will begin again, etc.). |
| essential for parents and educators | | | | Guide the child through the transition. |
| alike to think about the conclusion of | | | | It will be important to guide the child |
| the current school year and the | | | | in how to say goodbye to this |
| beginning of the next, and how they will | | | | year’s teachers and classmates |
| support the child during this time. | | | | appropriately. It will also be |
| During moments of transition from grade | | | | important, especially for parents, to |
| to grade, classroom to classroom, or | | | | guide their child through their summer |
| school to summer, many children with | | | | routine whether at home, on vacation, or |
| disabilities begin to feel uncertain | | | | attending summer school. |
| about what is to come for them in the | | | | Gear up for the coming school year. |
| future. This uncertainty can lead to | | | | During the several weeks prior to the |
| increased in anxiety, which can be | | | | start of school, it is beneficial to |
| manifested in many different ways. As | | | | take your child to his or her school, |
| educators and parents, it is very | | | | introduce him/her to the new teacher, |
| important to plan not only for the | | | | and allow him/her to familiarize him |
| upcoming school year, but also for the | | | | herself with the new surroundings. It |
| transitions in between. Here are several | | | | may also be beneficial to set-up a time |
| suggestions to make those transitions | | | | to meet with the new teacher(s) to |
| easier and less stressful for everyone | | | | discuss the child’s needs, and |
| involved: | | | | what he or she can expect during the |
| Communicate with the child that the | | | | first days of school. By doing this, you |
| school year is coming to an end, and | | | | will be able to help prepare your child |
| that summer will be approaching. This is | | | | for what he/she can expect when school |
| a good time to discuss moving on to a | | | | begins again. |
| new teacher, saying good-bye to the | | | | In following these steps, transitions |
| current teacher, and ways for | | | | from school to summer and then to school |
| maintaining friendships over the summer. | | | | again can be less stressful and more |
| Include the child in the planning | | | | enjoyable for everyone involved. As |
| process as it draws near. It is | | | | educators and parents, it is important |
| important to ask him/her what he/she | | | | for us to support our children, and |
| would like to learn and from whom in the | | | | guide them in successfully dealing with |
| next school year. For educators, asking | | | | transitions. |
| for student input is very important. We | | | | “Nothing is secure but life, |
| want our students to feel empowered, | | | | transition, the energizing spirit. |
| that they have an impact on what happens | | | | |