| > | | | | create a storybook by taking pictures of the |
| Is your child’s anxiety caused by transitioning to | | | | child’s new school and teacher(s). You can |
| a summer routine or his fear of attending a new | | | | include: |
| school in the fall? Here are a few simple strategies to | | | | - The door he/she will enter/exit |
| use when assisting a child with a school building | | | | - The bus he/she will ride |
| change. | | | | - The locker/coat rack he/she will use |
| The sun is continuing to shine, and the warmer air is | | | | - The desk he/she will use |
| upon us here in Michigan. For many families, the | | | | - Snapshots of the child’s new classroom |
| school year is quickly coming to a close; which means | | | | including pictures of items in the classroom that he/she |
| that summer will arrive before we know it. | | | | may find interesting |
| Transitioning to a summer routine can be challenging | | | | - Snapshots of the cafeteria or specials rooms |
| for many students; but for those children faced with | | | | including art, gym, and music |
| going to a new school in the fall, the summer time can | | | | Once you have had your pictures printed, you can |
| be even more stressful. | | | | create a storybook with the child about his or her new |
| Children with disabilities tend to struggle when changes | | | | school. You can paste the pictures on sheets of |
| to their routines occur. Anxiety levels can be high as | | | | paper, and include a few sentences about what the |
| children move from elementary to secondary schools, | | | | child can expect. Once the storybook is complete, |
| change special education programs, or move to a new | | | | read it with the child several times a week. |
| area. Here are a few simple strategies to use when | | | | Be supportive of the child, and do not allow him or |
| assisting a child with a school building change: | | | | her to see or hear your concerns about the move. |
| Visit the new school frequently. For many children, | | | | Children with disabilities tend to have a higher level of |
| moving from an elementary building to a secondary | | | | receptive language than expressive language, which |
| building can be intimidating. By visiting the school | | | | means that they are better able to understand spoken |
| frequently, you can help the child reduce his or her | | | | words than they are able to express them. It is very |
| anxiety level. You do not need to enter the building | | | | important not to discuss any of your concerns or |
| each time that you visit. You can do explorations | | | | frustrations about the move to a new school building in |
| around the building perimeter, try out the playground | | | | front of the child. Your child will be looking to you for |
| equipment, and look in windows and doors. | | | | support during this time of change, and it is important |
| Visit with the new teacher(s). When you are used | | | | for him/her to know that you will be there. |
| to working with a particular staff, changing teachers | | | | By following these simple guidelines, you can help |
| can become challenging. By visiting the child’s | | | | reduce the anxiety and frustration that children |
| new teacher in his or her classroom, the child can | | | | sometimes feel when they are transitioning to a new |
| begin to adjust to the new environment before school | | | | school. As parents and educators alike, it is important |
| begins. This also allows him or her to develop an initial | | | | for us to work together and support our children in the |
| bond with the new teacher, and allows the teacher to | | | | every way possible. Being supportive and |
| familiarize his/herself with the child. | | | | understanding, taking an active role in helping the child |
| Create a book together about the new school. For | | | | with the transition, can make this time of uncertainty |
| many children with disabilities, reading stories about an | | | | easier for everyone involved. |
| upcoming event or change can be helpful. You can | | | | |