needs of the child
• promoting a whole-school commitment to meet the
needs of children with disabilities or significant
difficulties with learning or behaviour
• addressing the training and development needs of the
staff
• discussing the transition process as outlined, if
contacted by the family of a child with a disability or
significant difficulties with learning or behaviour and
who is not involved with any other service.
The classroom teacher can facilitate the transition process by:
• participating in the early learning support team
meetings
• helping the early childhood teacher to identify the
particular skills and competencies that will help the
child make a successful transition to school
• taking account of the information provided by the
early learning support team when designing programs
for the student and when deciding on teaching and
management strategies, so that continuity is
maintained
• establishing an efficient communication system
between home and school that is useful and workable
for both the family and teacher.
The early learning support team has a shared responsibility to
work collaboratively to support the family with decision making
and the development of a transition-to-school plan.