Page 28 - PSPS: A Training guide

Similarly, for children from disadvantaged economic backgrounds, you can work with
their families and school staff to identify and address any barriers that may hinder
their success in the new school environment. This can include providing access to
resources such as school supplies or transportation, as well as connecting families
with community resources such as financial assistance/welfare services.

For parents/caregivers

Collaborate with your child's teachers, all relevant therapists or assistants, and the
school to develop a personalised transition plan that meets their specific needs. This
plan should include accommodations and modifications to support their success in
the new environment. For instance, ifyour child has a physical disability, the plan may
involve making the school premises accessible or providing assistive devices.
The school can also assist you in connecting with community
resources and organisations that provide additional support
for children with special needs. Reach out to disability
advocacy groups, counselling services, or specialised
healthcare providers for guidance and assistance.

Advocate for an open-door policy:

For Educators/transition professionals:

You can encourage your school to adopt an open-door policy by promoting the
benefits of such a policy to the school’s management and staff. You can help develop a
clear communication plan that includes regular updates on school policies and
procedures, events, and pupils’ progress and forward those to families. Suggestions
for improving communication between families and schools, such as creating a
parent-teacher association or hosting regular family engagement events could be
ideas you voice aloud in order to seek like-minded supporters at school.

In addition, you can work towards providing information on
financial aid options or community resources for families from
marginalised groups or economically disadvantaged
backgrounds. You can also advocate for policies that support
educational equity and access for all children, regardless of
their ethnicity, race, gender, orientation and socio-economic
background.
Lastly but yet importantly, you can help your school and families understand the
unique needs of SEN children during the transition process. This can include providing
resources on disability rights, as well as identifying training for teachers and school
staff on how to support these pupils. Remember that you are in a unique position to
champion a proactive and collaborative approach, to ensure that all children have the
support they need to succeed during the process of transition and beyond.