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Transitions – managing times of change

Successful transitions are planned and implemented by a collaborative team. Strategies can be applied to any period of transition and setting.

Strategies for action

Four key strategies for planning a more personalised transition for students with learning support needs

Get to know the student

Take time to understand your student’s strengths, needs and what's important to them; it will determine the effectiveness of your teaching and learning. Combine this knowledge with information on the student’s prior learning and experiences to inform your planning.

“People who know the details of my autism are usually more comfortable dealing with me. Also, the more information my teachers have, the more ideas they have to help me learn.”

The Aotearoa New Zealand Autism Guideline: He Waka Huia Takiwātanga Rau

Source: Nicole Mays, Flickr (opens in a new tab/window)

Source:

Nicole Mays, Flickr
https://flic.kr/p/7kqM28

View full image (399 KB) (opens in a new tab/window)

Four suggestions for implementing this strategy:

Talk with the student
Includes:
- Video
- Resources
Familiarise yourself with the previous learning setting
Includes:
- Resources
Collaboratively plan supports
Includes:
- Video
- Resources
Pre-teach routines and skills
Includes:
- Video
- Resources

The key features of a successful transition to school that relate to children’s achievement and sense of belonging in school appears to be fostered when teachers are able to reduce the mismatch between what is valued in school and the child’s funds of knowledge from home and early childhood.

Source: Education Counts – Literature Review: Transition from Early Childhood to School, 2010 (opens in a new tab/window)

Source:

Education Counts – Literature Review: Transition from Early Childhood to School, 2010
https://www.educationcounts.govt.nz/publications/ECE/98894

Three suggestions for implementing this strategy:

Identify parent and whānau needs
Includes:
- Resources
Address parent and whānau concerns
Includes:
- Resources
Seek parent knowledge
Includes:
- Video
- Resources

Build a collaborative team and ensure all voices are heard.

Source: Ministry of Education | Te Tāhuhu o te Mātauranga

Source:

Ministry of Education | Te Tāhuhu o te Mātauranga

View full image (356 KB) (opens in a new tab/window)

Four suggestions for implementing this strategy:

Set up communication channels
Includes:
- Video
- Resources
Provide information about the school
Includes:
- Video
- Resources
Prepare and support teaching staff
Includes:
- Resources
Identify property modifications
Includes:
- Resources

Prepare for a new student with additional needs in the classroom

Take a reflective look at your classroom, including your teaching methods, assessment processes, materials and the ways you construct learning tasks. Consider how it works for your students with additional needs.

Check in on how your student is feeling at various stages of their transition. Consider using a mood board to support a conversation.

Source: Ministry of Education | Te Tāhuhu o te Mātauranga

Source:

Ministry of Education | Te Tāhuhu o te Mātauranga

View full image (105 KB) (opens in a new tab/window)

Four suggestions for implementing this strategy:

Set up for in-class and in-school transitions
Includes:
- Video
- Resources
Classroom adaptations to support learning in years 1–8
Includes:
- Video
- Resources
Classroom adaptations to support learning in years 9–13
Includes:
- Resources
Set up social supports, advocacy, and go-to people
Includes:
- Video
- Resources

Key resources

National transition guidelines for students with special education needs

Ministry of Education guidelines for specialist educators, schools, and parents about transitioning students with special needs from school to adult life. Guidelines can be downloaded from this page.