The Impact of Effective Transitions for Children with Additional Needs and their Families

NAME
INSTITUTION
The Impact of Effective Transitions
for Children with Additional Needs
and their Families

Introduction
Children with additional educational needs are faced
with challenges when undertaking transitions at
school.
Most of the children with specialized needs are
enrolled in regular classes and share similar facilities
with their peers.
While the major goal for this procedure is to foster
inclusion, multiple difficulties exist.
The success of these transitions greatly relies upon
the strength of the support systems put in place to
facilitate smooth learning (Crosson-Tower 2017).

Frameworks and Practices that Foster Effective
Transition
Effective transition aimed at benefiting students with additional
needs are based on:
 Student focused planning initiatives
 Development of the learner
 Interdisciplinary and interagency collaborations
 Consideration of the family
 Attributes and structure of the program
Student focused planning aims at fostering the advancement of
an environment that stimulates learner participation in crucial
processes such as planning, making decisions and assessing their
progress in meeting certain set goals (Pinder-Amaker 2014).
In this scenario, all decisions made must be based on the visions,
objectives and goals of the learner to stir self-awareness.

Practices that Foster Effective Transition
Student development plays a crucial role in fostering the
advancement and application of self-determination competencies
as well as other skills that are academic, social and occupational
in nature.
Such potencies allow learners with specialized needs to function
effectively and independently when exposed to the roles
provided in real societal settings.
Collaborative service delivery is aimed at fostering the inclusivity
of an educational framework to facilitate proper engagement of
key societal stakeholders such as the business community,
corporates and agencies in educating students with special
needs.
According to Muschkin, Ladd & Dodge (2015 ), such a framework
is developed through development of interagency agreements.