1. Transitions from a prolonged absence
1.1. Focus on reestablishing a routine—flexible scheduling and incorporating UDL strategies to tailor learning to the student's readiness, interests and needs. Be sure to consider emotional well-being. Regular check-ins, mindfulness practices in the curriculum (journalling, meditation) and creating a safe space for the student goes a long way.
1.1.1. Arrange for remedial sessions for the student after initial assessments of the student's level of functioning are completed (OME, 2022)
1.1.2. Set up a buddy system to ease the student's adjustment to school life.(OME, 2022)
1.1.3. Shorten the school day, at least initially, for the benefit of the student. Such a strategy may be helpful in some cases where endurance is a problem. This option should be exercised only when it is in the student's best interest to do so.(OME, 2022)
2. Transitions from elementary to high school
2.1. For most students this is a significant transition! Moving from having one teacher all day in the same classroom to having 4 different periods each with a different teacher can be challenging.
2.1.1. The transition from elementary to secondary school is among the most challenging periods of adolescence.
2.2. High school visits, schedule planning with guidance councils, orientation nights, information on extracurricular activity to become involved in the school community. When transitioning planning providing equitable opportunities for all is crucial. Ensuring all students, regardless of their background, have access to necessary resources and support.
2.2.1. For students with special education needs, here are a few things to consider!
2.2.1.1. The Ontario Student Transcript (OST) (OME, 2022)
2.2.1.2. Types of courses offered, and how best to design their personal secondary school program based on their interests, strengths, needs, and aspirations (OME, 2022)
2.2.1.3. The full range of postsecondary opportunities (apprenticeship training, college, community living, university, and the workplace (OME, 2022)
3. Transitions from School to Work, Postsecondary Education, and Community Living
3.1. Career transition strategies can involve career exploration, job shadowing, internships, vocational training, and resume building.
3.1.1. The probability of a successful transition is significantly increased when schools work with the student, parents, employers, community agencies, and providers of further education to develop coordinated plans for exceptional students (OME, 2022)
3.2. Include colleges with strong support for diverse populations, ensure materials and support services are culturally inclusive.
4. Transitions to and from an Education and Community Partnership Program (ECPP)
4.1. Transitioning into and out of ECPPs requires careful planning to ensure continuity of support and integration into the appropriate educational environment.
4.1.1. At each stage, transition plans are to be developed and monitored by the students’ teams (OME, 2022)
4.1.2. Key strategies include orientation sessions, individualized transition plans, and initial assessments.
4.1.3. Assur that students continue to receive appropriate support as they progress within the program
4.1.4. Use culturally relevant assessment tools, respect cultural norms in goal setting, involve culturally relevant community resources.
5. School-to-school transition
5.1. These transitions are critical periods for students, requiring support to ensure continuity in academic progress, social integration, and emotional well-being.
5.1.1. In planning programs and/or supports for a student with special education needs who is transferring from another board, the new board should use any assessments available from the originating board (OME, 2022)
5.1.2. Ensuring all students, regardless of their background, have access to necessary resources and support.
5.1.3. Engaging families in a way that respects their cultural practices and values.