Transitioning
Transitioning
Introduction
An individualized education comprises of adequate frameworks for children with disabilities has numerous components which seek to enhance the quality of outcome. Transitioning serves as another pertinent component of the framework for IEP. Students can easily encounter challenges while transitioning from early childhood placements to elementary schools. For instance, the student might struggle to adapt to the new learning environment. Collaboration transitioning activities are also essential when a student is moving from the elementary school into the middle school. Both levels of study have different attributes. The change of attributes might have a significant input towards the outcome of the education program. The transitioning process is also vital when the learner moves from lower to higher levels of study in subsequent stages of the learning cycle. The transitioning process facilitates for the student to adapt easily into new settings.
This paper will establish the most effective collaborative activities that promote the learners’ transitioning activities. Additionally, the paper focuses on the establishment of a communication system that would encourage parents to participate in collaboration efforts. Such a communication system will be based on clear goals and objectives. This approach is highly beneficial in terms of streamlining the outcome for all learners irrespective of disabilities.
COLLABORATIVE ACTIVITIES FOR TRANSITIONING
Early Childhood Placements to Elementary School
The transition from early childhood placement to elementary schools is among the most sensitive stages of the learning process. This applies to both the disabled and the nondisabled students. It is fundamentally crucial to develop a comprehensive transition plan that helps the young learner to adjust to the new learning environment. During this stage, one of the most effective collaborative activities is seeking the input of parents. For a disabled child, regular contact with the parent is among the most essential platforms for enhancing the learning process. The parents are aware about the plight of their children more than other people. Through regular contact, it is easier to cope with the diverse issues encountered by the student (Fletcher & Lyon, 2006). Apart from regular contact with the parent, it is essential to establish parent support groups. Such groups are beneficial in terms of streamlining collaborative efforts during the transition process.
Additionally, the support groups are helpful in harnessing sufficient resources for educating the young learner. During this stage, it is vital for the teacher to identify the different weaknesses and strengths of the young learner. This is helpful in terms of establishing an effectual education plan for the young disabled learner. At this stage, tremendous emphasis must be placed upon the enhancing the collaborative efforts between the teachers, parents and students (Stichter & Kauffman, 2008). The three stakeholders are integral towards enhancing the quality of the learning process.
Elementary School to Middle School
This serves as the second critical learning stage for students with disabilities. The settings in middle school are extremely different to the settings for elementary schools. For instance, the student is exposed to gender diversity as well as new social settings. The emergence of multiple students groups is another notable attribute that characterizes the student’s transition into the middle school. Due to these perspectives, it is pertinent to develop a comprehensive program that streamlines the collaborative activities for students as they transition into the middle school.
Among the most essential frameworks for collaboration is the establishment of a participative learning environment. This is helpful in terms of building confidence among the students (Strichart & Mangrum, 2010). During this transitioning phase, it is also beneficial to incorporate a comprehensive framework for enhancing the study skills of learners. Such skills are not emphasized at the elementary level. When the students acquire adequate study skills, it serves as an excellent platform for studies in other levels. As with the first stage, the involvement of parents is also helpful as children transition into middle school. For instance, parents should be given ample time to participate extensively in meetings. Scheduling tours for students serves as another pertinent collaborative activity for transitioning into middle school. These collaborative activities would help in enhancing the effectiveness of the learning process.
Middle School to High School
Most students struggle to adapt quickly into the high school environment. In essence, the student experiences changes in the curricula as well as changes in the social systems. Dealing with such changes is essential towards streamlining the quality of learning outcomes. Consequently, it is vital to establish a comprehensive collaborative program that helps students to transition into high school. Firstly, it is essential to enhance cooperation between educators at both levels (Hardman & McDonnell, 2009). The high school educators must work closely with middle school educators in order to boost the learning process. For instance, both categories of educators should be familiar with the different curriculum standards in each stage. This helps in making adequate preparations for the transition.
Apart from the collaboration of educators, another pertinent activity is the provision of social support systems. Such systems enable the student to cope with the diverse social challenges evident in the high school settings. This collaborative activity is also helpful in establishing friendship networks (Grant & Flynn, 2010). In this transition phase, parental involvement is also an excellent collaborative activity that enhances the learning outcome.
Transition from High school to Post-secondary settings
This is the final phase of transition within the education system. As disabled students move into post-secondary settings, they encounter different challenges. For instance, they have to adapt to different technological systems and maintain responsibility for their actions. In line with such challenges, it is pertinent to establish an effective curriculum. The curriculum should prepare the student psychologically and physically for the demands of the new educational setting. During this phase, parental involvement is not an integral aspect of the transitional program (Stichter & Kauffman, 2008). Acquisition of time management skills is another essential aspect of consideration during this transitional phase.
COMMUNICATION SYSTEM FOR ENHANCING COLLABORATION
The enhancement of collaborative efforts is dependent on the establishment of an effective communication system. As evident in the different collaborative activities, parents are integral components of transitional program. It is thus essential to develop a communication system that enhances the flow of information to parents. One of the most pertinent goals of this communication system is to inform parents about the significance of collaboration during transition. This approach is helpful in terms of encouraging parents to participate in the transition program. Another goal of the communication system is to educate parents about the different tactics of handling the disabled children (Fletcher & Lyon, 2006). Such skills are vital in that they facilitate for an effective transition process.
Apart from evaluating the goals of the communication system, it is also vital to identify the most pertinent components of such a framework. Firstly, the communication system will integrate modern technological platforms. Such platforms are extremely crucial in enhancing the standards of efficiency in communications. Without attaining such standards, it would be significantly complex to achieve the different goals of the communication system.
The technological platforms for communication include PowerPoint slides, email correspondence and videoconferencing among others. The communication system also seeks to involve educators and learners in addition to the parents. All stakeholders form an integral part of the communication system. Through such collaboration, it will be possible to streamline the standards of efficiency for the different transitional platforms (Stichter & Kauffman, 2008). In essence, the entire communication system is extremely crucial towards enhancing the quality of learning outcomes for all students.
Conclusion
The paper provides a framework for collaborative activities for the different stages of transitioning. One of the most effective collaborative activities is seeking the input of parents. For a disabled child, regular contact with the parent is among the most essential platforms for enhancing the learning process. The parents are aware about the plight of their children more than other people. Through regular contact, it is easier to deal with the different challenges faced by the student.
The emergence of multiple students groups is another notable attribute that characterizes the student’s transition into the middle school. Due to these perspectives, it is pertinent to develop a comprehensive program that streamlines the collaborative activities for students as they transition into the middle school. Among the most essential frameworks for collaboration is the establishment of a participative learning environment. The curriculum should prepare the student psychologically and physically for the demands of the new educational setting.
References
Fletcher, J. & Lyon, G. (2006). Learning disabilities: From identification to intervention. New York, NY: Guilford Press
Grant, G. & Flynn, M. (2010). Learning disability. New York, NY: McGraw-Hill Higher Education
Hardman, M. L. & McDonnell, J. (2009). Successful transition programs. Thousand Oaks, CA: SAGE Publications
Stichter, J. & Kauffman, J. (2008). An introduction to students with high-incidence disabilities. Upper Saddle River, NJ: Pearson Education, Inc.
Strichart, S. & Mangrum, C. (2010). Study skills for learning disabled and struggling students. Upper Saddle River, NJ: Merrill Publishers
Is this your assignment or some part of it?
We can do it for you! Click to Order!
