Page 32 - PSPS: A Training guide

The unit will explore the major categories of disabilities, including physical, sensory,
intellectual, learning difficulties, and developmental disabilities in order to get a
deeper understanding of these categories and the specific needs associated with
each. By understanding this, professionals are enabled to tailor their support and
teaching strategies accordingly.
Unit 3 Disabilities: Identifying and Addressing Needs

As the transition process involves multiple stakeholders, each playing a significant role
in supporting children with disabilities (their family members, preschool and primary
school practitioners, and other professionals), collaborative partnerships among these
stakeholders are essential to ensure a smooth and successful transition for differently
abled children. Attention needs to be paid to the particular experiences and needs of
children with disabilities during the transition process and upon starting school. It is
essential for the educator/professional to keep in mind the specific challenges and
requirements that children with disabilities and SEN may face in their strive for
academic learning and integration into school life, and pave the way for a more
enabled and inclusive educational experience.

For children with disabilities and special educational needs
(SEN), the transition to school holds even greater importance.
Starting primary school marks a significant shift for these
children and their parents and with such a new and exciting
chapter there are also unique challenges and considerations.

At the heart of successful transitions lies a meaningful partnership between parents
and practitioners. Parents, armed with their intuition, experiences, and deep
knowledge of their child's unique needs, serve as invaluable sources of comfort and
support during this period of significant change. Professionals, keeping the child at the
centre (see Unit 1), collaborate with schools, preschools and parents, fostering open
communication and mutual understanding among all parties involved in the child's
journey. They also take the necessary measures to provide access, infrastructure,
facilities, and special support for the differently abled child making the transition.
Taking a holistic approach to planning and facilitating the transition ensures that it is
seen not as a destination but as an ongoing process, where the voices of all
stakeholders are heard and acknowledged.
It is essential to recognise that the transition might take longer and need more
dedicated efforts for children with disabilities and SEN. For practitioners, this requires
patience and understanding, providing children with the space and support they need
to adjust to their new environment.

Furthermore, it is important to acknowledge that the process of transition is far
from simplistic and often encompasses a range of different transitions within itself.
When considering the child in the transition process, whether with or without
disabilities, we can observe: