Childhood is a time of great change.
Children are constantly in a state of transition, physically, mentally, emotionally, socially and developmentally. However, for the purpose of this information page, I am going to be talking about preparing students to transition between schools and schooling sectors.
First Steps:
– planning for any major schooling transition (From kindergarten/daycare to school, primary to intermediate, intermediate to high school, high school to tertiary) should start between 6 – 18 months prior to the change
– parents, teachers, support workers, the student and key staff members (Special education needs co-ordinators, Learning support coordinators) should be present at the planning meeting
– the discussion should be strengths-based, centred around what the tamariki (child) can already do and is already doing well
– it is the first opportunity to form partnerships together
– the creation of a learner profile is a good way for people to get to know the child, and the teacher to help develop an inclusive programme
Creating a learner profile
The learner profile should. be created collaboratively by the tamariki (child), their whānau (family), and education staff that know the tamariki well
It’s purpose is to:
– highlight the learner’s strengths, skills and interests
– highlight any barriers or challenges the learner faces during learning time
– make recommendations about strategies that are working for the learner
– sits alongside assessment data
Benefits of creating a learner profile:
| Akonga (Student) | Kaiako (Teacher) |
| – shows who they are – addresses assumptions – expresses their aspirations/passions – gives them a voice in what is going on for them at school – provides an opportunity to self-advocate – akonga can name the tools, learning materials and presentation tools that work best for them | – helps to build a relationship with students – recognises and removes barriers to learning from the outset – helps the kaiako design optimal learning environments – maximises student engagement – gives a scope for what types of tools, presentation modes are working best for students – gives support to a positive transitions process |
Formats:
A communication passport can be a very helpful format to follow to create a learner profile. Particularly for those learners with specific sensory, communication, physical, social and emotional needs.
Talklink provides an excellent overview of communication passports here: https://talklink.org.nz/resources/tip-of-the-month—april-2020—communication-passports
A free to download template by Talklink is also available here which you can customise to suit your individual circumstances: https://talklink.org.nz/uploads/4cf2aba2c3effd6d249402b7ca7b8149.pdf
Easing transitions
- Set reasonable and measurable goals
- parents should describe what success and achievement goals they have for their tamariki
- the akonga should be able to be involved in setting goals for themselves
- goals should align with the learners’ specific health, cognitive, and behaviour needs
- safety must be a paramount concern
- Provide access to resources. and information:
- ask lots of questions
- schools should provide key people and their contact details to you for example their SENCO, LSC or Deputy principal in charge of special/inclusive education
- Don’t be afraid to bring in the external supports you have involved in your child’s care and support e.e.thearpists, early intervention teachers, specialist teachers
- Any notes or documentation should be shared with the whānau and be mana enhancing
- Promote positive attitudes:
- the first meeting with a new school can be frightening and is a stressful time for parents and akonga
- parents and whānau should get a sense quickly as to whether the school will align with the aspirations and needs that their family has
- Develop visual supports
- maps of the school
- photos of key people and contact details
- colour-coded timetables
- Develop social supports
- develop buddy systems
- try to have familiar students from the akonga’s previous school in some of their classes
- make sure that the whānau and akonga have been introduced and have had some time with the main teaching staff
- Develop a shared plan
- plan for a gradual entry process
- plan for at least 3 visits outside of the normal transition process for neurodiverse students
- Open the lines of communication:
- ensure that you establish the type and frequency of contact that suits everyone involved e.g. should the parent communicate the state of their tamariki’s morning at home before class starts everyday?
- establish the preference of the whānau for contact mode e.g. text message, email, phone call
- develop a plan in case an emergency arises
- Ask lots of questions
- Set a date to meet again at the end of the meeting
Resources:
TKI Resource page for Transitions: https://inclusive.tki.org.nz/guides/transitions-managing-times-of-change/
Supporting children and families through the transition to school: https://theeducationhub.org.nz/supporting-children-and-their-families-through-the-transition-to-school/
References:
Howley-Rouse, A. (2023). Supporting children and their families through the transition to school. THE EDUCATION HUB. https://theeducationhub.org.nz/supporting-children-and-their-families-through-the-transition-to-school/
Georgi de Stigter 