1 00:00:02,000 --> 00:00:04,400 Inclusive Transition 2 00:00:06,000 --> 00:00:13,900 Why is transition an issue in inclusive education? 3 00:00:18,000 --> 00:00:23,000 All children experience many periods of transition in education 4 00:00:23,250 --> 00:00:27,000 from home to their first day in pre-school or school 5 00:00:27,100 --> 00:00:30,800 to their last day in school, college or university 6 00:00:31,000 --> 00:00:33,500 and then starting work. 7 00:00:34,000 --> 00:00:39,000 Moving to a new school or class can be exciting, frightening, 8 00:00:39,500 --> 00:00:42,500 confusing or upsetting. 9 00:00:43,000 --> 00:00:47,000 It can feel disruptive for the child and their family. 10 00:00:47,500 --> 00:00:54,000 It is a very worrying stage when children transition to school. 11 00:00:54,100 --> 00:00:59,000 A new group is formed; they are growing and trying to show their characters. 12 00:00:59,100 --> 00:01:08,000 It is tough when children are getting used to each other in a new group. 13 00:01:20,000 --> 00:01:23,680 Every time a child joins a new education setting or class 14 00:01:24,000 --> 00:01:26,000 it takes time for them to settle in 15 00:01:26,000 --> 00:01:30,000 and for the teacher to get to know their individual needs. 16 00:01:30,500 --> 00:01:37,100 This means that during transition periods there is a risk that participation and learning will be disrupted, 17 00:01:37,100 --> 00:01:44,000 particularly for children who have additional support needs. 18 00:01:53,840 --> 00:01:58,000 Ilia is now comfortable in the kindergarten. 19 00:01:58,800 --> 00:02:06,100 Of course, as a mother, I am anxious about what’s next, what his future will be, 20 00:02:06,150 --> 00:02:11,000 and I understand the next step is a primary school. 21 00:02:11,100 --> 00:02:15,000 Obviously it must be an inclusive class. 22 00:02:16,570 --> 00:02:23,500 Yes, I do worry. But such schools are already available in Kharkiv. 23 00:02:23,600 --> 00:02:30,000 They have gathered knowledge and experience and accept children with disabilities. 24 00:02:31,300 --> 00:02:35,880 So I hope by the time Ilia graduates from the kindergarten 25 00:02:36,000 --> 00:02:43,100 we will find a perfect inclusive school where we are welcome and accepted. 26 00:02:48,000 --> 00:02:55,000 Inclusive education systems must make sure that every transition period is well planned and supported 27 00:02:55,100 --> 00:03:00,140 with the full involvement of parents and caregivers, so that no child becomes excluded 28 00:03:00,160 --> 00:03:06,000 from or within education during this difficult time 29 00:03:08,400 --> 00:03:16,480 Inclusive education transition starts at home 30 00:03:25,940 --> 00:03:30,940 Parents and caregivers have the biggest influence on their children’s development and learning 31 00:03:31,000 --> 00:03:32,700 from even before they are born. 32 00:03:35,000 --> 00:03:42,000 They support their child’s social, physical, intellectual, creative and emotional development 33 00:03:42,200 --> 00:03:51,000 which helps the child to become a resilient and independent thinker, communicator and doer. 34 00:03:54,000 --> 00:03:58,500 Parents and caregivers best support this development through play. 35 00:04:01,500 --> 00:04:12,500 Play-based activities can also help parents and caregivers notice if their child is experiencing difficulties. 36 00:04:13,000 --> 00:04:17,100 Building early development and learning foundations at home 37 00:04:17,100 --> 00:04:23,000 helps to make the transition to the first education setting less challenging. 38 00:04:25,100 --> 00:04:28,880 Children learn and practise lots of different skills at home 39 00:04:29,000 --> 00:04:33,900 that they will need to use during their education. 40 00:04:33,900 --> 00:04:44,500 A continuum of transition support 41 00:04:52,500 --> 00:04:58,440 Inclusive transition means that when learners move from home to their first education setting 42 00:04:58,440 --> 00:05:09,550 or to new classes or settings, it is a smooth process for them, their families, and the teachers. 43 00:05:12,600 --> 00:05:15,760 There are no unexpected changes or shocks. 44 00:05:15,760 --> 00:05:21,000 There is minimal stress, and the children continue to receive the support they need 45 00:05:21,000 --> 00:05:27,000 to help them build on what they already know and can do. 46 00:05:27,000 --> 00:05:32,900 How can you contribute to this continuum of support? 47 00:05:34,880 --> 00:05:40,700 The first education setting 48 00:05:59,000 --> 00:06:10,900 A child experiences their first education transition when they start attending a preschool or school for the first time. 49 00:06:16,000 --> 00:06:21,100 You can reassure parents and caregivers that there is no need for them to push their young child 50 00:06:21,100 --> 00:06:29,500 to learn reading, writing or maths before they enrol in their first education setting. 51 00:06:29,600 --> 00:06:33,400 It is more important that they encourage children to play 52 00:06:33,450 --> 00:06:40,800 and develop daily living skills and the curiosity and confidence to pursue things that interest them. 53 00:06:50,000 --> 00:06:53,000 You may decide it is appropriate to make home visits. 54 00:06:53,500 --> 00:07:01,800 This can help you build the relationships that will make the transition process less stressful for everyone. 55 00:07:01,900 --> 00:07:05,400 During these visits you might work with parents and caregivers 56 00:07:05,400 --> 00:07:15,400 to create a transition plan to help everyone prepare for the child’s first move into education. 57 00:07:19,000 --> 00:07:25,400 I just come and visit them to see how life is going. 58 00:07:32,200 --> 00:07:38,200 Today we are at Lee-Ann’s homestead. I’m with Lee-Ann’s mother. 59 00:07:38,200 --> 00:07:42,240 We include all the children in our programming. 60 00:07:42,240 --> 00:07:48,840 We can have even children using wheelchairs to attend the pre-school. 61 00:07:49,920 --> 00:07:52,900 Children usually feel more confident at home. 62 00:07:53,360 --> 00:08:03,080 They may feel more comfortable meeting their future teacher for the first time in this familiar setting. 63 00:08:03,450 --> 00:08:11,050 You will probably find it helpful to see the environment your new learners are coming from. 64 00:08:23,050 --> 00:08:26,720 You should also encourage children and parents and caregivers 65 00:08:26,720 --> 00:08:30,720 to visit the new education setting before enrolment. 66 00:08:34,230 --> 00:08:39,720 You can invite them to join in sample sessions and fun activities. 67 00:08:39,720 --> 00:08:44,720 Their participation can gradually increase in the term before enrolment. 68 00:08:45,280 --> 00:08:47,240 If children know what to expect 69 00:08:47,400 --> 00:08:56,950 then the transition into their first education setting will be less of a shock. 70 00:08:58,050 --> 00:09:04,280 Moving to the next level 71 00:09:14,200 --> 00:09:20,500 The time when Denys needs to go to school is my big fear. 72 00:09:20,500 --> 00:09:27,000 It is a fear of the unknown; we do not know what to expect. 73 00:09:27,000 --> 00:09:32,600 It is very difficult for him to adapt to new people and environments. 74 00:09:32,600 --> 00:09:38,000 It is difficult for him to establish contact with someone new. 75 00:09:38,000 --> 00:09:45,000 So, this is our big fear, how he will feel among new people. 76 00:09:45,000 --> 00:09:55,400 I think it would be beneficial for him to have an inception visit to the school. 77 00:09:56,800 --> 00:10:00,230 As well as supporting children and their families during transition 78 00:10:00,230 --> 00:10:04,600 into their first education setting, you need to help them transition smoothly 79 00:10:05,000 --> 00:10:07,900 to the next class or level of education. 80 00:10:08,240 --> 00:10:17,040 Inception or orientation visits can be useful during these transitions. 81 00:10:22,540 --> 00:10:26,700 These are the children these are our graduates. 82 00:10:26,700 --> 00:10:31,160 They are going for grade 1 next year. Just now we are taking them 83 00:10:31,160 --> 00:10:40,200 to the primary school where they will be doing their grade one visit for their orientation. 84 00:10:41,320 --> 00:10:46,500 You know it’s every parent’s anxiety how the child will take the transition 85 00:10:46,500 --> 00:10:51,570 from pre-school to grade 1. You don’t know how they will react. 86 00:10:51,570 --> 00:10:59,700 So that is why I’m also of the fact that if they are orientated before they go to school 87 00:10:59,700 --> 00:11:04,440 it makes things easier and they know their teachers for next year. 88 00:11:04,440 --> 00:11:08,640 So meanwhile while you are with them you are able to talk about the teacher as well. 89 00:11:08,640 --> 00:11:12,600 What did you see at the primary school, did you like it? 90 00:11:19,160 --> 00:11:24,900 We are welcoming the newcomers for next year, the pre-school leavers. 91 00:11:26,640 --> 00:11:34,880 Orienting them is very very important simply because it’s going to help them adapt to the new setting 92 00:11:34,880 --> 00:11:40,000 to the new environment. It will help them gain confidence. 93 00:11:40,280 --> 00:11:46,800 I think it is very very important because these they are just young learners 94 00:11:46,800 --> 00:11:52,280 and it is their first time and their school is just a big school environment. 95 00:11:52,280 --> 00:11:55,400 They have never been. They have never seen so many teachers. 96 00:11:55,400 --> 00:11:58,560 They have never seen so many learners. 97 00:12:03,560 --> 00:12:08,360 Each and every time they shake, they are frightened by the situation. 98 00:12:08,360 --> 00:12:17,280 So for them, for their orientation to be held here it really helps them because they get to know the environment. 99 00:12:17,880 --> 00:12:25,280 They get to know the classroom situation. I think it helps, it really really helps them. 100 00:12:30,280 --> 00:12:37,360 Today we have arranged a visit of our last year class to Ivan Puliuy Lyceum [a nearby school] 101 00:12:38,000 --> 00:12:43,360 to help children understand what school is, to meet the head teacher, 102 00:12:43,360 --> 00:12:47,840 their future teachers. To see the gym so that in the future 103 00:12:47,840 --> 00:12:54,000 when it’s time for them to go to school they have less anxiety and stress. 104 00:12:54,000 --> 00:13:01,700 To help them feel more comfortable in the school environment. 105 00:13:23,700 --> 00:13:30,160 Early childhood educators and teachers from the nearby primary schools need to be in regular contact with each other 106 00:13:30,160 --> 00:13:37,700 and with parents and caregivers who know their children best. 107 00:13:38,000 --> 00:13:42,240 By communicating and sharing with each other about how you work 108 00:13:42,240 --> 00:13:45,650 and the children’s needs, you will better support these needs 109 00:13:45,650 --> 00:13:53,650 before, during and after the transition from one setting to the next. 110 00:13:53,650 --> 00:14:04,640 The kindergarten I am managing has been collaborating with a neighbouring school for a long time. 111 00:14:04,640 --> 00:14:13,900 Our relations with the school staff are very close and this greatly facilitates the transition from pre-school to school. 112 00:14:14,850 --> 00:14:18,000 School teachers often come to our festivals 113 00:14:18,000 --> 00:14:26,000 We invite them, and children from our kindergarten are frequent visitors to the school. 114 00:14:26,000 --> 00:14:30,520 Such co-operation with a primary school is necessary for every preschool 115 00:14:30,520 --> 00:14:40,000 to ensure smooth transition from kindergarten to school. 116 00:14:42,200 --> 00:14:52,900 When children move from one education setting to another, they will each be at a different stage of development and learning. 117 00:14:57,000 --> 00:15:02,450 When you or your colleagues are welcoming children into a new setting, be flexible 118 00:15:02,450 --> 00:15:11,320 and respond to each child’s individual needs, interests, and abilities. 119 00:15:14,320 --> 00:15:21,090 Be welcoming and friendly always, and notice the child’s verbal and other communications with you. 120 00:15:22,400 --> 00:15:31,090 Here are some more ideas to help you facilitate inclusive transitions between education settings. 121 00:15:31,090 --> 00:15:38,800 You and the child’s parents or caregivers can compile a portfolio to share with their new teacher. 122 00:15:38,800 --> 00:15:45,040 It could show the child’s interests, strengths, support needs, communication preferences 123 00:15:45,040 --> 00:15:49,800 medical or rehabilitation information, and more. 124 00:15:50,480 --> 00:15:56,000 You can work with colleagues in both settings to prepare a simple booklet about the next school 125 00:15:56,000 --> 00:16:02,240 for parents and children. It could include photos and useful information. 126 00:16:02,240 --> 00:16:07,240 Older children could help to prepare welcome information about their school too. 127 00:16:16,080 --> 00:16:19,000 You can organise a buddy system. 128 00:16:19,000 --> 00:16:25,700 For instance, primary school children could meet and play with preschool children before transition 129 00:16:25,700 --> 00:16:31,400 and then continue to play with and help each other after transition. 130 00:16:31,400 --> 00:16:40,900 You could organise joint events so that children from both settings visit each other and learn, play, and perform together. 131 00:16:42,000 --> 00:16:46,700 You could ‘team teach’ to help children meet and get used to a new teacher. 132 00:16:46,700 --> 00:16:57,200 For instance, the children’s future teacher could come to one of your sessions and work with you. 133 00:17:02,920 --> 00:17:12,000 Support all transitions – big and small 134 00:17:17,200 --> 00:17:24,000 Children who are experiencing a big transition to a new class or setting have lots of challenges to deal with. 135 00:17:24,000 --> 00:17:27,900 Here are just a few examples. 136 00:17:31,800 --> 00:17:37,900 They may have to spend more time away from home and family, which can be frightening. 137 00:17:37,900 --> 00:17:48,900 You can create a familiar, friendly, and fun environment, especially when learners are enrolling in their first education setting. 138 00:17:49,900 --> 00:17:56,100 Children may find it difficult meeting lots of new children and making friends. 139 00:17:56,100 --> 00:18:01,480 You can use play and social time to help children build new relationships 140 00:18:01,500 --> 00:18:07,600 and you can encourage buddying and sibling support. 141 00:18:07,600 --> 00:18:15,600 Children may find unfamiliar approaches to teaching and learning confusing. 142 00:18:15,600 --> 00:18:18,400 You should find out what children are familiar with. 143 00:18:18,400 --> 00:18:22,280 Help them gradually get used to the new ways of teaching and learning 144 00:18:22,280 --> 00:18:24,560 and new expectations. 145 00:18:24,560 --> 00:18:33,000 Keep trying to make your class or setting more learner-centred and inclusive. 146 00:18:34,000 --> 00:18:39,480 We must also remember that transition is not just about the big changes that happen 147 00:18:39,480 --> 00:18:45,000 when moving from one class or setting to another. 148 00:18:45,000 --> 00:18:51,800 Children experience transitions all the time during their education. 149 00:18:51,800 --> 00:18:56,900 For example, moving from one lesson or activity to another is a transition. 150 00:18:59,600 --> 00:19:06,300 Moving from lessons or other activities to lunch time is a transition. 151 00:19:08,300 --> 00:19:13,400 As is moving back into class after lunch. 152 00:19:15,000 --> 00:19:24,240 Arriving at school each morning is a transition, as is finishing the school day and going home. 153 00:19:36,000 --> 00:19:41,560 Such transitions can be confusing, upsetting, or physically challenging 154 00:19:41,560 --> 00:19:45,880 for some children, even if they happen every day. 155 00:19:47,000 --> 00:19:52,000 You need to be aware of the regular transitions that children experience. 156 00:19:53,000 --> 00:20:00,000 Find out how they cope with these changes and whether they need more support at these times. 157 00:20:06,000 --> 00:20:15,560 An example of listening to young learners 158 00:20:19,000 --> 00:20:24,000 It is essential that we listen to learners during transition periods. 159 00:20:24,000 --> 00:20:28,960 We are more likely to consult children these days, but it is still often assumed 160 00:20:28,960 --> 00:20:34,000 that very young children cannot express their thoughts and ideas adequately. 161 00:20:34,000 --> 00:20:36,150 This is not true! 162 00:20:36,150 --> 00:20:39,200 The problem is we don’t ask in the right way 163 00:20:39,200 --> 00:20:46,720 or give them the right opportunities to communicate what they think and feel. 164 00:20:46,720 --> 00:20:51,080 We talk about how with the child as well. How it would make them feel. 165 00:20:51,080 --> 00:20:59,020 How it would be easier for them to go to school and like it and not be so afraid. 166 00:21:01,000 --> 00:21:05,200 Very young children do have opinions. 167 00:21:05,200 --> 00:21:11,520 They know that they feel excited or scared about going to a new education setting or class 168 00:21:11,520 --> 00:21:17,080 and they will have lots of questions. 169 00:21:17,080 --> 00:21:20,560 There are lots of different ways that we can support young children 170 00:21:20,560 --> 00:21:28,440 to communicate their thoughts, feelings, and ideas about transition. 171 00:21:28,440 --> 00:21:33,900 One idea that was used with the learners you have seen in Swaziland and Ukraine 172 00:21:33,900 --> 00:21:40,000 was for older children to discuss with younger children about education transition issues. 173 00:21:40,000 --> 00:21:45,000 Older children can often encourage younger children to talk more. 174 00:21:45,000 --> 00:21:50,450 Young children may feel more relaxed about sharing their fears or ideas 175 00:21:50,450 --> 00:21:57,000 with someone who is closer in age and not as intimidating as an adult. 176 00:21:57,000 --> 00:22:05,120 Education settings for younger and older children can work together to organise activities like this. 177 00:22:06,920 --> 00:22:11,770 The idea of the project is about communication with kindergarten kids. 178 00:22:11,770 --> 00:22:21,000 Only it is not adults who communicate, not their parents or teachers, but teenagers from other schools. 179 00:22:21,000 --> 00:22:28,000 The idea is to make it easier for the children to open up and tell teenagers about their problems 180 00:22:28,000 --> 00:22:33,920 anxieties, as well as joys and things like that. 181 00:22:33,920 --> 00:22:41,000 It will be easier for teenagers to talk to them, considering that most of us have younger brothers or sisters 182 00:22:41,000 --> 00:22:47,960 and talk with them at home about various topics that are important to young children. 183 00:22:47,960 --> 00:22:53,200 This way, we will be able to prepare them for the future school years 184 00:22:53,200 --> 00:23:05,200 help them transition easier and not worry as much as we did. 185 00:23:07,600 --> 00:23:13,640 Or you can just encourage older children to have informal discussions with younger children at home 186 00:23:13,640 --> 00:23:21,700 and in the community, to support them with the challenges of starting school or moving to a new school. 187 00:23:21,700 --> 00:23:25,400 You can find out more about how to organise activities like this 188 00:23:25,400 --> 00:23:27,100 in EENET’s guide: 189 00:23:30,000 --> 00:23:35,520 "A guide to help young researchers conduct action research with peers and younger children”. 190 00:23:40,000 --> 00:23:46,520 Transitions in education often go unnoticed – we take them for granted. 191 00:23:47,000 --> 00:23:51,520 But these large and small changes can impact significantly 192 00:23:51,520 --> 00:23:57,840 on children’s participation and achievement in education. 193 00:23:57,840 --> 00:24:08,400 Transitions that are not managed inclusively can even lead to children dropping out of education completely. 194 00:24:08,400 --> 00:24:17,000 Every teacher needs to find out about and take action to support the transition needs of all their learners.