Educational Transition 101: Rolling with the Changes

by Kristina Zuppan

Some students struggle with change, and some have the innate ability to “go with the flow.” With some effective planning, those who don’t adapt naturally to change can still enjoy smooth transitions in school.

For students with learning differences, a transition can be a roadblock or an express lane. Success in education transition can be supported by picking the best school, having a well written Individual Education Plan (IEP), preparing the student, and committing to a routine.

Choosing a school

A good first step is to look into all your educational options. Consider public school, private school, home school, online learning, and tutoring. Many financial aid and scholarship programs are available to help parents finance some educational options. Be aware that getting a good education does not always mean a traditional school setting. Learning does not need to take place at the same location or by the same method for every subject. Look for administrators and educators who recognize myriad learning styles and abilities.

Begin your search well in advance. This allows for time to visit each school or organization. Making campus visits allows potential students to experience a “typical day” in each school. Remember during your visits that, although curriculum plays an important role, it is also imperative to observe teacher/student interaction, interaction between peers and teaching styles. In addition, pay close attention to the unstructured parts of the school day (i.e., before school, lunch room, hallways and recess/P.E.). Many parents and school administrators fail to address these critical periods that create stress and occur many times a day.

Sounds like a plan

Once a school has been chosen, the next step is to develop or update an Individualized Education Plan (IEP) or learning profile to meet the unique needs of the student. Current educational testing (preferably within the past year), current medical reports related to education (e.g., vision report, occupational therapy evaluation and speech/language evaluations) are necessary for a complete picture of the student’s strengths and weaknesses. If test results are not current, be aware that bringing records and results up to date can take time, so plan accordingly to make sure all information is available for the IEP meetings.

Place great care in understanding every page of the IEP and be sure that it covers all areas of the child’s learning differences (e.g., sensory, diet and/or medical issues). Take your time and ask questions. Do not underestimate the importance of your role as your child’s advocate. Do not be afraid to trust a gut instinct. Contrary to popular belief, an IEP does not need to be set in stone the day it is written. Take it home, research teaching methodology and feel free to ask the professionals and other educators in your child’s life (e.g., therapists, tutors, coaches, doctors) to review it. Make sure the IEP considers travel time, flow of the day, best time for the student to learn, medical issues, emergency protocol and sensory issues. Be confident about asking for another meeting if you feel an issue needs to be addressed more fully or something needs to be added.

Preparing the student

Introduce the student to the school when it is quiet in order to limit new stimuli. Allow them to “walk” their routine so they are familiar with the hallways and classrooms. Be sure to include bathroom locations, the lunchroom or cafeteria, lockers and any teachers or school personnel. Talk about issues such as transportation, school supplies, medicine or paperwork. Listen carefully to the student’s questions, even those that seem trivial or unimportant. An issue that may seem simple to an adult can be consuming and scary for a student. For example, a student may be concerned about the time it takes to get from his last class to his locker and then to the bus at the end of the school day. One option would be to practice and time the student’s ability to leave class, pack his book bag at his locker and then head out the door. Another option would be to arrange for a driving option for the first few weeks until the student is acclimated to the routine.

Preparing the student emotionally for transition is vital for success and often overlooked. Every student likes to know what to expect, but parents should be careful to avoid information overload. A calm and positive parent usually means the same response in the student. Role playing and practicing problem-solving is a good way to prepare. For example, consider scenarios such as a missed bus, lost lunch money, bullying, schedule changes or a substitute teacher. Rehearsing the unexpected can provide a game plan and ease student anxiety.

As a parent, you know your child better than anyone. Therefore, think about how much involvement from your student in the transition planning is necessary and/or productive. Schools may or may not encourage the student to attend meetings; however, the parent should have the final decision. Many students feel uncomfortable and intimidated in meetings where they are being “discussed.” While the ultimate goal is to have students make wise choices about their education, parents should still be realistic about the student’s age, maturity level and problem-solving abilities. Some students may want to write out what they are feeling and this can be shared in the meeting with the adults. In any case, whether the student is in the meetings or not, student input is a vital part of the planning. As a parent, find that place where your student is most comfortable voicing his thoughts and reactions to the decisions and options. Remember, the responsibility of an effective IEP rests on the shoulders of the adults.

Home sweet home

The routine at home is as critical for success as the one at school. Plan ahead with your student as to how a new school or new class will change the routine at home. Will the student have to get up earlier? Will there be more homework? Is the student taking a lunch everyday? How do after-school activities affect mealtime and homework time? Predictable and well-planned routines provide stability and confidence, especially for students experiencing changes at school. A daily plan should consider all tasks that need to be completed within an assigned time. While the routines are being put in place, post lists to assist in the learning curve. For example, a reminder list of what tasks should be completed before breakfast can be posted on a bathroom mirror or bedroom message board. Another helpful list is those tasks that should be accomplished before going to bed: choosing clothes, packing the book bag or gathering equipment/gear for after-school sports. The ultimate goal is to make the routines a habit.

Transition is a part of life, and life can be unpredictable. That’s why planning and preparation are the keys to a smooth transition. Change usually brings some form of stress, fear, excitement and anticipation. When these emotions become overwhelming and keep a student from achieving tasks and moving through his day, then help is needed to get everyone back on track. There will always be aspects of life that need to be tweaked and reevaluated, but with a plan in place, change will be more exciting than it is stressful.

Recommended resources:

Helpful IEP Web sites:

www.wrightslaw.com
www.ldag.org
www.greatschools.org/LD.topic?content=1541
http://www.sideroad.com/Leadership/change-effects-brain.html. “The Effect of Change on the Brain” by Carol Kinsey Goman, Ph.D.

Kristina Zuppan is an education advocate focusing on learning differences, transitioning from high school to college, and working with students who have medical disabilities. She is a graduate of the Georgia Advocacy Office PLSP program and is an information specialist for Learning Disabilities Association of Georgia. She can be reached at ldaga@bellsouth.net or 678-478-5339.

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