“Effective transition planning is important for all students, especially for students with special education needs.” (Policy/Program Memorandum 156: Supporting Transitions for Students with Special Education Needs)
In compliance with PPM 156, a transition plan is developed for all students who have an IEP, whether or not they have been identified exceptional. A transition plan may be developed for students who do not have an IEP.
In compliance with PPM 140: Incorporating Methods of Applied Behavior Analysis into Programs for Students with Autism Spectrum Disorder school board staff must plan for the transition between various activities and settings involving with ASD.
In addition to PPM 156 and PPM 140, the following Ministry documents describe successful practices as they relate to students entering or exiting school and guide transition planning in Dufferin-Peel from early years to vocation.
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Dufferin-Peel continues to align current Ministry initiatives with school board practices. Specifically, clearly defined processes supported by a team approach, which may include interdisciplinary teams, will respond to the individual transition and learning needs of all learners including those with special education needs.
Personalized and precise transition planning involves ensuring:
- programs, pathways and career planning opportunities meet the learning need, interests and well-being of all students;
- authentic learning experiences and experiential learning are built into all subject areas and programs;
- students, parents/guardians, and teachers understand the full range of pathways, options, programs, and supports that are available;
- students have opportunities to build on in-school and out-of-school experiences and activities to explore further their personal interests, strengths, and career and destinations; and
- all students, including those students with diverse learning needs, have access to appropriate transition planning and resource supports.
While the health, safety and well-being of all is paramount, ensuring the success of students with special needs entering or leaving school requires additional attention through transition periods.
Early Transitions:
When children with special needs transition to Dufferin-Peel, the Family of Schools Special Education Consultant gathers background information and with the school team, arranges a case conference with parents and, as appropriate, early intervention support staff to share information regarding previous interventions. The school team will discuss the student's needs and develop an appropriate transition plan. For further details refer to the Early Identification Procedures and Interventions Strategies section.
Cross-Panel Transitions:
Meetings and/or IPRCs are held between board staff and community agencies to address students’ needs, to review program options and pathways, and to plan for successful transition. Using a coordinated service model, a cross panel transition form has been created for elementary staff to share information with their secondary colleagues and to provide recommendations and programming considerations. Input from community service agencies to determine supports and services that will benefit the student is part of a successful transition process.
Through consultation with the student and family, students with special needs who are not necessarily diploma bound, for example Career Path, Planning for Independence and Needs Moderate Communication Programs, are supported in their transition from elementary to secondary school through support staff and board established transition practices. Students will pursue pathways that best suit their interests, strengths and needs.
Post-Secondary Transitions:
Within the Secondary School Student Success Team model, accessing the interdisciplinary school team and appropriate itinerant staff where needed, students with special needs and their families will be supported in the transition processes necessary for their chosen pathway.
