From Early Intervention to Early Childhood Programs

Abstract

More than one million transitions between early intervention services and early childhood programs are facilitated annually for youngsters with special needs. To be successful, these transitions require planning and ongoing communication between all parties. This article substantiates the need for a timeline/checklist and provides a model of sequential steps from onset to completion of the transition process. The Timeline for Early Successful Transition (TEST) facilitates an effective and well-planned transition that supports the child, family, and service personnel.

Özel Eğitimde Geçiş Planlama ve Hizmetleri

“…Geçiş becerileri çocukları katıldıkları yeni ortam veya programda destekleyecek olan becerilerdir. Yaşam becerileri olarak da adlandırılan (Kemp & Carter, 2000;akt., Bakkaloğlu, 2008) bu beceriler sosyal ve sınıf kuralları, iletişim, görevler ile ilgili davranışlar, özbakım, kendi kendini yönetme, motivasyon ve problem çözme, akademik öncesi ve akademik destek becerileridir (Brandes, Ormsbee & Haring, 2007;Rous, vd., 2007). Gönderen programdaki öğretmenler, çocukları yeni programa hazırlayabilecek becerileri belirleyerek mevcut programın içerisine yerleştirmelidir.…”

“…The fact that the child with special needs has the necessary skills to respond to the expectations of the new program is another important point in the transition in the preschool period (Bakkaloğlu, 2008). In this period, some special skills, such as a) social and classroom rules, b) communication, c) behavior related to duties, d) selfcare, e) self help, f) motivation and problem solving, and g) pre-academic and academic support skills are required to support children in new environments or programs and facilitate their transition to the program (Brandes, Ormsbee, & Haring, 2007;Rous et al, 2007).…”

Transitions Out of Early Intervention

“…INFANTS & YOUNG CHILDREN/APRIL-JUNE 2022 be regarded with apprehension rather than a seamless process unfolding over a longer timeline. Brandes et al (2007) discuss some of the reasons underlying the many challenges associated with transition: The EI-ECSE transition represents a substantial change for families because it alters where services take place, how families are involved, and what service providers expect. In addition to these changes, there are important philosophical differences between EI and ECSE services (Podvey et al, 2010).…”

“…The existing literature makes it clear that the transition process creates many challenges for parents (Brandes, Ormsbee, & Haring, 2007; Coogle, Guerette, & Hanline, 2013; Hanson et al, 2000; Lovett & Haring, 2003; Malone & Gallagher, 2009). Although IDEA specifies many of the procedural components of transition, Hanson et al (2000) observed that transition encompasses an emotional process as well as a procedural process, even though the emotional component may be less evident to service providers.…”

“…The importance of the transition process has spurred researchers to propose that providers who work with 2-year-old children and their families should engage in direct teaching of the skills required for successful transitions (Brandes et al, 2007; Levy & Perry, 2008; Podvey et al, 2013; Rous, Teeters Myers, & Buras Stricklin, 2007). Some of this teaching focuses on the needs of the children themselves (Levy & Perry, 2008; Rous, Teeters Myers et al, 2007).…”