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