Page 31 - PSPS: A Training guide

Unit 3 Disabilities

A quick note: You might notice that this unit talks about educators and transition
professionals. By that, we simply mean all specialists involved in the transition process.
For children with disabilities, this might include, in addition to Early Years practitioners
and teachers, a variety of allied health professionals (i.e. speech and language
therapists, occupational therapists etc. ), special needs assistants, play therapists,
language support tutors and so forth. We refer to these as ‘transition professional’s
because they bring skills and expertise that makes them are a critical part of
supporting a meaningful transition.

Introduction

There is no doubt that as a professional focused on transitions you have a deep and
holistic understanding of transition as a process that marks a time of significant
change, growth, and new experiences for the child. You recognise that children have
diverse needs and experiences, and that they are equipped with different levels of
mental, physical and emotional abilities which can determine their experiences in
social situations, with peers, and in the new school environment. For children from all
backgrounds and abilities transitions are pivotal moments that significantly influence
their development and shape their future growth.

This unit focuses on understanding disabilities and special educational needs (SEN)
within the broader context of transitions. It aims to provide educators/professionals
involved in the transition with insights and strategies to support children with
disabilities and SEN during this critical period and to support them in becoming a
disability-aware professional. Every child, irrespective of their background or specific
needs can benefit from a smooth and well-supported transition. Through well-
informed and appropriately trained professionals, inclusive, and supportive
environments can be created for all.

Unit 3 Disabilities: Objectives

This unit aims to help all professionals (educators, therapists, assistants etc.)
involved in transitions to get familiar with the various types of disabilities, as well as the
specific needs and challenges that children with disabilities may encounter during the
transition from preschool to primary school. It presents tips to support the successful
transition for those children. It aims to inspire professionals to develop the skills and
understanding required to create an inclusive and supportive environment that
promotes the well-being and development of children with disabilities during the
transition to primary school.

The learning outcomes outlined in this chapter can directly influence the
experiences and well-being of children with disabilities during the transition to primary
school and enhance their opportunities for social interactions, academic progress, and
overall development.