Project Prepare
by Sally E. Pisarchick, Phillip Safford, Judith Stahlman,
Diane Wells, Denise Byo, Jeannie Defazio, Jan Smith and Joyce Davies

Transition
Facilitating the Transition of Young Children Between Environments

MODULE DEVELOPMENT TEAM from Lincoln Way SERRC

• Denise Byo, Supervisor, Wayne County Board of Education
• Jan Smith, Associate Professor Malone College
• Jean DeFrazio, Ph.D. Professor Walsh College
• Joyce Davies Lincoln Way SERRC
• Diane L. Wells Team Leader

ACKNOWLEDGMENTS

• Lincoln Way Special Education Regional Resource Center

• Paul Hood, Chairperson, Governing Body

• M. Louise Spence, Ph.D., Director

• Diane L. Wells, E.C.P Coordinator

• Joyce Davies, I.R.C. Coordinator

• Anita DeHoff, Secretary

• Judi Reed, Secretary

• Judy Saliola, Library Aide

Consultants

• Karen Spector Clegg

• Carol Quick

Review Team

• Tedd Doll, Director, Jackson Local S.D.

• Stephanie Gerber, E.C.S.E. Teacher, N. Canton City S.D.

• Nancy Haas, E.C.S.E. Teacher, Massillon City S.D.

• Carol Lichtenwalter, Parent, Perry Local S.D.

• Marge Miller, Parent, Louisville City S.D.

• Kathy Patterson, D.H. Teacher, Lake Local S.D.

• Sue Ross, Parent, Lake Local S.D.

• Dr. Philip Safford, Professor, Kent State University

• Carla Unkefer, Director, Community Action of Wayne/Medina Resource Team

• Retta Beight, Supervisor, Columbiana County Board of Education

• Rich Hohan, Director, Stark County Board of MR/DD

• Dr. Lois Bennett, Director, Rittman E.VS.D.

• Trudy Jones, Director, N. Canton City S.D.

• Evelyn Calhoun, Director, Canton Local S.D.

• Mary Elaine Lyden, Supervisor, East Liverpool City

• Sue Coleman, Principal, Wayne County Board of MR/DD

• Rogalinda McDonald, Licensing Specialist, Ohio Department of Human Services/Canton District Office

• Dr. Martha Cook, Professor, Malone College

• Jane Deal, Supervisor, Stark County Board of MR/DD

• Linda Psomiades, Director, Plain Local S.D.

• Arthur Games, Director, Alliance City S.D.

• Pat Smith, Play-n-Learn Preschool

• James Gembar, Director, Salem City S.D.

• John Tooley, Director, Louisville City Schools

• Suzanne Griffiths, Director, Westbrook Park Nursery School

• Pam Vann, Supervisor, Lorain/Stark Head Start

ABSTRACT

This is one in a series of modules for competency-based training which focuses on the facilitation of transition services for young children. Competency components, objectives, and enabling activities are provided as a means to assist participants to: (1) understand the concept and implications of transition; (2) to know transition as a practice and a process in Early Childhood and Early Childhood Special Education; (3) to become familiar with model transition programs; and (4) to advocate for best practices. Resources are included for leader preparation and presentation as well as for participant study. Additional resources are recommended which may be obtained through the SERRC network.

PHILOSOPHY

The rationale for transition includes consideration of the primary needs of a child, assurances of continuity in services providing for those needs, and collaboration between and among families and professionals. These elements are consistent with developmentally appropriate practice philosophy and views growth on a developmental continuum.

To the extent that individuals have needs that exceed those of the larger society, transition planning and services require a more intense process for successful implementation. This intensity is reflected by the term "exceptionality-appropriate" practices. The intent of these goals is not only to support those practices but also to promote transition planning/services to decreasingly restrictive/increasingly supportive environments.

This module was developed for the purpose of promoting successful transition planning and services in Early Childhood Education and Early Childhood Special Education. Transition is considered to be a critical component of service delivery for all young children and has important implications for young children with disabilities. The module is designed in such a way that there is a continuing evolution from an initial foundation of knowledge, skills and values/attitudes to a level of competency.

GOALS

The goals for this module are as follows:

1. Understand the concept of transition and its implications for young children, their families, and early childhood programs.
2. Know the practice of transition planning for all young children and the specific requirements of that which applies to young children with disabilities.
3. Understand transaction planning as a process through which a match is achieved between the current needs of a child and an environment which is designed to meet those needs.
4. Be informed of model practices and processes in transition planning.
5. Apply the cumulative base from Goals 1-4 to model practice, process, and advocacy for young children, including those with disabilities, in the delivery of transition services.

GOAL #1
Understand the concept of transition and its implications for young children, their families, and early childhood programs.

GOAL #2
Know the practice of transition planning for all young children and the specific requirements of that which applies to young children with disabilities.

GOAL #3
Understand transition planning as a process through which a match is achieved between the current needs of a child and an environment which is designed to meet those needs.

GOAL #4
Be informed of model practices and processes in transition planning.

GOAL #5
Apply the cumulative base from Goals 1-4 to model practice, process, and advocacy for young children, including those with disabilites, in the delivery of transition services.

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