1. Introduction to the transition guidelines
1.1 Aim
This document aims to describe clear, systematic guidelines for
the transition of young children with disabilities or significant
difficulties in learning or behaviour, from early childhood settings
(including the family setting) to school.
1.2 Principles
These guidelines and procedures encompass the following principle
that is consistent with the NSW Department of Education and
Training, Statement of Commitment to People with Disabilities
(2000):
The Department of Education and Training is committed to
the identification and removal of attitudinal, communication
and physical barriers that stand in the way of entry and
participation by people with disabilities in the education
opportunities offered by the Department.
Underlying this principle is a commitment to working in a
systematic and collaborative way with families and personnel from
other agencies involved with the education and development of
the child, to ensure that high quality educational programs continue
during the transition from early childhood settings to school.
1.3 Rationale
Beginning school is a big step for all children and their families.
This transition may present many challenges for a child who has a
disability or significant difficulty in learning or behaviour, as well
as for the child's family and teachers.
The speed and ease of adjustment for all concerned can be facilitated
through careful planning and preparation. This is addressed in these
guidelines through the establishment of an early learning support
team whereby families and professionals plan and work together
to ensure the best outcomes for children.
The guidelines presented here describe a systematic and coordinated
process which may be adapted to suit the needs of
individual families, schools and the range of professionals who may
be involved.