For some students with disabilities, an individual orientation may be more appropriate and/or less overwhelming. These orientations usually have a group of four to five students attending at a time. Orientation ConsiderationsĪt the beginning of the school year, many school districts host a kindergarten orientation, when students and their families meet the teacher, drop off school supplies, and learn the policies, procedures, and expectations for kindergarten. This is different from a social story in that it does not include feelings, expected behaviors, or perspective taking. Families can read this book with the child over the summer. Photo BookĪnother transition support that can help students is a teacher-created book with photos of the student’s new special education teacher and teaching assistants, kindergarten teacher, classrooms, lunchroom, etc. Observation will show them how the student communicates, interacts with staff and peers, participates in group activities, and demonstrates self-help skills. This will also allow staff to see what additional supports the student may need to be successful in their new environment (such as noise-canceling headphones in a large group setting or a designated spot to sit on the carpet).Īdditionally, the kindergarten special education teacher and/or teaching assistants may benefit from observing the student in the current ECSE classroom. Students in ALE access grade level TEKS at the prerequisite. The student should have the opportunity to visit their new classroom(s) and may benefit from participating in story time or snack time there. In addition, they require functional academics, and daily living skills to promote independence. Depending on the situation and the school’s setup, it may also be beneficial to have a general education kindergarten teacher attend the meeting in order to answer the family’s questions, discuss accommodations and modifications, and make a plan for inclusion. These meetings allow the ECSE and kindergarten special education staff to collaboratively create a transition plan and IEP that will support and meet the needs of the student. Although there are currently no laws requiring schools to have a transitional individualized education program (IEP) meeting when a student exits an ECSE program, it can be helpful for the kindergarten staff and families to hold such a meeting.
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