Inclusive Transition
Why is transition an issue in inclusive education?
All children experience many periods of transition in education
from home to their first day in pre-school or school
to their last day in school, college or university
and then starting work.
Moving to a new school or class can be exciting, frightening,
confusing or upsetting.
It can feel disruptive for the child and their family.
It is a very worrying stage when children transition to school.
A new group is formed; they are growing and trying to show their characters.
It is tough when children are getting used to each other in a new group.
Every time a child joins a new education setting or class
it takes time for them to settle in
and for the teacher to get to know their individual needs.
This means that during transition periods there is a risk that participation and learning will be disrupted,
particularly for children who have additional support needs.
Ilia is now comfortable in the kindergarten.
Of course, as a mother, I am anxious about what’s next, what his future will be,
and I understand the next step is a primary school.
Obviously it must be an inclusive class.
Yes, I do worry. But such schools are already available in Kharkiv.
They have gathered knowledge and experience and accept children with disabilities.
So I hope by the time Ilia graduates from the kindergarten
we will find a perfect inclusive school where we are welcome and accepted.
Inclusive education systems must make sure that every transition period is well planned and supported
with the full involvement of parents and caregivers, so that no child becomes excluded
from or within education during this difficult time
Inclusive education transition starts at home
Parents and caregivers have the biggest influence on their children’s development and learning
from even before they are born.
They support their child’s social, physical, intellectual, creative and emotional development
which helps the child to become a resilient and independent thinker, communicator and doer.
Parents and caregivers best support this development through play.
Play-based activities can also help parents and caregivers notice if their child is experiencing difficulties.
Building early development and learning foundations at home
helps to make the transition to the first education setting less challenging.
Children learn and practise lots of different skills at home
that they will need to use during their education.
A continuum of transition support
Inclusive transition means that when learners move from home to their first education setting
or to new classes or settings, it is a smooth process for them, their families, and the teachers.
There are no unexpected changes or shocks.
There is minimal stress, and the children continue to receive the support they need
to help them build on what they already know and can do.
How can you contribute to this continuum of support?
The first education setting
A child experiences their first education transition when they start attending a preschool or school for the first time.
You can reassure parents and caregivers that there is no need for them to push their young child
to learn reading, writing or maths before they enrol in their first education setting.
It is more important that they encourage children to play
and develop daily living skills and the curiosity and confidence to pursue things that interest them.
You may decide it is appropriate to make home visits.
This can help you build the relationships that will make the transition process less stressful for everyone.
During these visits you might work with parents and caregivers
to create a transition plan to help everyone prepare for the child’s first move into education.
I just come and visit them to see how life is going.
Today we are at Lee-Ann’s homestead. I’m with Lee-Ann’s mother.
We include all the children in our programming.
We can have even children using wheelchairs to attend the pre-school.
Children usually feel more confident at home.
They may feel more comfortable meeting their future teacher for the first time in this familiar setting.
You will probably find it helpful to see the environment your new learners are coming from.
You should also encourage children and parents and caregivers
to visit the new education setting before enrolment.
You can invite them to join in sample sessions and fun activities.
Their participation can gradually increase in the term before enrolment.
If children know what to expect
then the transition into their first education setting will be less of a shock.
Moving to the next level
The time when Denys needs to go to school is my big fear.
It is a fear of the unknown; we do not know what to expect.
It is very difficult for him to adapt to new people and environments.
It is difficult for him to establish contact with someone new.
So, this is our big fear, how he will feel among new people.
I think it would be beneficial for him to have an inception visit to the school.
As well as supporting children and their families during transition
into their first education setting, you need to help them transition smoothly
to the next class or level of education.
Inception or orientation visits can be useful during these transitions.
These are the children these are our graduates.
They are going for grade 1 next year. Just now we are taking them
to the primary school where they will be doing their grade one visit for their orientation.
You know it’s every parent’s anxiety how the child will take the transition
from pre-school to grade 1. You don’t know how they will react.
So that is why I’m also of the fact that if they are orientated before they go to school
it makes things easier and they know their teachers for next year.
So meanwhile while you are with them you are able to talk about the teacher as well.
What did you see at the primary school, did you like it?
We are welcoming the newcomers for next year, the pre-school leavers.
Orienting them is very very important simply because it’s going to help them adapt to the new setting
to the new environment. It will help them gain confidence.
I think it is very very important because these they are just young learners
and it is their first time and their school is just a big school environment.
They have never been. They have never seen so many teachers.
They have never seen so many learners.
Each and every time they shake, they are frightened by the situation.
So for them, for their orientation to be held here it really helps them because they get to know the environment.
They get to know the classroom situation. I think it helps, it really really helps them.
Today we have arranged a visit of our last year class to Ivan Puliuy Lyceum [a nearby school]
to help children understand what school is, to meet the head teacher,
their future teachers. To see the gym so that in the future
when it’s time for them to go to school they have less anxiety and stress.
To help them feel more comfortable in the school environment.
Early childhood educators and teachers from the nearby primary schools need to be in regular contact with each other
and with parents and caregivers who know their children best.
By communicating and sharing with each other about how you work
and the children’s needs, you will better support these needs
before, during and after the transition from one setting to the next.
The kindergarten I am managing has been collaborating with a neighbouring school for a long time.
Our relations with the school staff are very close and this greatly facilitates the transition from pre-school to school.
School teachers often come to our festivals
We invite them, and children from our kindergarten are frequent visitors to the school.
Such co-operation with a primary school is necessary for every preschool
to ensure smooth transition from kindergarten to school.
When children move from one education setting to another, they will each be at a different stage of development and learning.
When you or your colleagues are welcoming children into a new setting, be flexible
and respond to each child’s individual needs, interests, and abilities.
Be welcoming and friendly always, and notice the child’s verbal and other communications with you.
Here are some more ideas to help you facilitate inclusive transitions between education settings.
You and the child’s parents or caregivers can compile a portfolio to share with their new teacher.
It could show the child’s interests, strengths, support needs, communication preferences
medical or rehabilitation information, and more.
You can work with colleagues in both settings to prepare a simple booklet about the next school
for parents and children. It could include photos and useful information.
Older children could help to prepare welcome information about their school too.
You can organise a buddy system.
For instance, primary school children could meet and play with preschool children before transition
and then continue to play with and help each other after transition.
You could organise joint events so that children from both settings visit each other and learn, play, and perform together.
You could ‘team teach’ to help children meet and get used to a new teacher.
For instance, the children’s future teacher could come to one of your sessions and work with you.
Support all transitions – big and small
Children who are experiencing a big transition to a new class or setting have lots of challenges to deal with.
Here are just a few examples.
They may have to spend more time away from home and family, which can be frightening.
You can create a familiar, friendly, and fun environment, especially when learners are enrolling in their first education setting.
Children may find it difficult meeting lots of new children and making friends.
You can use play and social time to help children build new relationships
and you can encourage buddying and sibling support.
Children may find unfamiliar approaches to teaching and learning confusing.
You should find out what children are familiar with.
Help them gradually get used to the new ways of teaching and learning
and new expectations.
Keep trying to make your class or setting more learner-centred and inclusive.
We must also remember that transition is not just about the big changes that happen
when moving from one class or setting to another.
Children experience transitions all the time during their education.
For example, moving from one lesson or activity to another is a transition.
Moving from lessons or other activities to lunch time is a transition.
As is moving back into class after lunch.
Arriving at school each morning is a transition, as is finishing the school day and going home.
Such transitions can be confusing, upsetting, or physically challenging
for some children, even if they happen every day.
You need to be aware of the regular transitions that children experience.
Find out how they cope with these changes and whether they need more support at these times.
An example of listening to young learners
It is essential that we listen to learners during transition periods.
We are more likely to consult children these days, but it is still often assumed
that very young children cannot express their thoughts and ideas adequately.
This is not true!
The problem is we don’t ask in the right way
or give them the right opportunities to communicate what they think and feel.
We talk about how with the child as well. How it would make them feel.
How it would be easier for them to go to school and like it and not be so afraid.
Very young children do have opinions.
They know that they feel excited or scared about going to a new education setting or class
and they will have lots of questions.
There are lots of different ways that we can support young children
to communicate their thoughts, feelings, and ideas about transition.
One idea that was used with the learners you have seen in Swaziland and Ukraine
was for older children to discuss with younger children about education transition issues.
Older children can often encourage younger children to talk more.
Young children may feel more relaxed about sharing their fears or ideas
with someone who is closer in age and not as intimidating as an adult.
Education settings for younger and older children can work together to organise activities like this.
The idea of the project is about communication with kindergarten kids.
Only it is not adults who communicate, not their parents or teachers, but teenagers from other schools.
The idea is to make it easier for the children to open up and tell teenagers about their problems
anxieties, as well as joys and things like that.
It will be easier for teenagers to talk to them, considering that most of us have younger brothers or sisters
and talk with them at home about various topics that are important to young children.
This way, we will be able to prepare them for the future school years
help them transition easier and not worry as much as we did.
Or you can just encourage older children to have informal discussions with younger children at home
and in the community, to support them with the challenges of starting school or moving to a new school.
You can find out more about how to organise activities like this
in EENET’s guide:
"A guide to help young researchers conduct action research with peers and younger children”.
Transitions in education often go unnoticed – we take them for granted.
But these large and small changes can impact significantly
on children’s participation and achievement in education.
Transitions that are not managed inclusively can even lead to children dropping out of education completely.
Every teacher needs to find out about and take action to support the transition needs of all their learners.