SCHOOL TRANSITION EARLY YEARS TO PRIMARY Available Options

SCHOOL TRANSITION EARLY YEARS TO PRIMARY

Available Options 1. Mainstream school 2. Specialist unit within mainstream school 3. Special schools (SSP’s) 4. Private or Independent schools 5. Home-schooling It is important that parents investigate what support personnel and systems each option has in place. Levels of support and available resources may differ.

Thinking about my child ● What is best for my child’s needs? ● ● How do I access the school I think is best? Who should I talk to? How do I make initial contact? How does the school approach & support the transition of students with ASD What have been the indicators of a successful transition? What available specialist services are there to support my child’s learning? What is the enrolment procedure? ● ● ●

Key People 1. 2. 3. 4. 5. 6. 7. 8. 9. Your Child You- The Parent/ Carer Other Family Members & Siblings Principal Diverse Learning Team/ Learning Support Coordinator Pastoral/ Wellbeing Coordinator Class Teacher School Counsellor Existing Clinicians and External Service Providers

Timeline planning ● ● ● It is never too early to plan 18 months before- start considering options available Term 3 -4: two years prior-commence data collection & information gathering, some private school application process, satellite school information & tours available each term Term 1 & 2 previous year: application process (public/ catholic schools); some schools may commence formal interviews Term 3 & 4 previous year: transition visits

Deciding the school shortlist ● ● ● ● ● Do your homework early- consider what schools are available to you Review each school’s website Request a prospectus (if available) Make an appointment- request a tour and time to discuss your child Adhere to the time allocated. Make another appointment if you need to Discuss school options with your child/ family members & siblings Discuss school options with your clinician/ case manager Discuss school experiences with other parents (remember just like your child is an individual, so too is the school experience of every family) Trust your instincts. You know your child best so make sure you feel the school you choose is the right fit for your child.

Questions to ask? ● ● ● ● ● Experience/ willingness of staff Support staff available Transition program available/ evidence of previous success Classroom structure/ adjustments available to support your child including communication & organisation, social interaction, sensory processing Playground/ break time options Framework to promote positive behaviour Opportunities for your child’s interests/ talents to be fostered Transport Enrolment process Remember that you can always make another appointment or speak to a staff member on the phone. Take the time to absorb the school environment and think about how you were welcomed and how well your questions were answered.

Documents to share with the school 1. 2. 3. 4. 5. Diagnostic Reports Historical Pre-School/ Care Reports Clinician Progress Reports Planning Matrix Achievements/ Photos To set your child up for success at school, it is important that parents/ carers share information with relevant school personnel. This enables those who may be working with your child to get to know them, understand their preferences and needs and ultimately support them to experience success.

Communication Matrix Characteristi cs All versions of the Planning Matrix are intended to help parents, carers and teachers identify the unique strengths and challenges individual children may exhibit across five key areas, and to highlight strategies that can be used to further support them. Impacts Strategies https: //www. positivepartnerships. com. au/resources/pra ctical-tools-information-sheets/planning-matrix Social interaction Repetitive behaviours & restricted interests Sensory processing Information processing/ learning styles

Matrix https: //www. positivepartnerships. com. au/resources/pra ctical-tools-information-sheets/planning-matrix https: //network. autism. org. uk/good-practice/evidencebase/autism-transitioning-primary-secondary-school

Preparing my child for a transition visit ● ● ● ● Involve your child in the planning process- request to see places that interest them e. g library, music room, classroom Ask your school to provide a social story/ photos e. g. location of school bags, front office, classroom, playground, bathroom, canteen, familiar faces of staff/ carers If your child is joining a lesson request / visuals photos of the sequence of events prior If your school uses a student diary (older primary) ask for one as this may provide bell times, a map and school rules to take home Ask if you/ your child can take photos on the day to create your own social story to reflect on following the visit Be positive and use positive language when talking about the school Ask whether your child can visit again, have an individualised immersion program & meet their teacher/s (term 3 -4 prior to commencement)

Ideas from those who have walked the path Before day one: ‘Have open communication between preschool/daycarers and the school as there is vital information that can be shared’ ‘Many therapists/clinics offer school readiness and social skills programs to prepare for kindergarten. Discuss with your therapist where you might access such courses for your child’ ‘Make sure that prior to the first day parents and teacher/inclusion support teacher have a meeting and that your child’s triggers have been explicitly communicated. E. g crowds, noise, light, etc. Make a list of calming/regulating activities you use at home. This will assist educators and your child if meltdowns occur. ’ ‘PRACTICE: In the weeks in January leading up to starting school, we tried the uniform and shoes on many times. (Uniform and shoes can be a massive issue and should be tried multiple times before day one). We walked up and down the stairs with my child’s school bag on. Eliminate these uncertainties before school starts. ’ ‘Shoes n Sox’ stores offer special appointments for children with ASD. It made buying shoes so much easier. The appointments are before opening and after closing. No one was there but us and the sales assistant. No music was playing, no big crowds. It was much easier to buy shoes. ’

Preparing my child for their first day ● ● ● ● ● Consider using a visual schedule Allow plenty of time to get ready Ensure everything required is in the school bag Ensure your child knows what is in their lunchbox and where their drink bottle is (label it clearly) Ensure your child knows who they are meeting on arrival Communicate to the teacher how your child is feeling Provide any sensory regulating equipment your child may need on day one e. g. a pencil case of ‘chewy toys’, ‘squeeze balls’ etc Ensure your child knows how they are getting home, who is coming to collect them and where that person will be Remember to keep your own emotions and anxiety under wraps and remain positive Consider a special treat for your child at the end of the day Source: https: //cogsthebrainshop. ie/back-toschool-checklist/ Source: https: //www. pinterest. com. au/pin/242983342370962015/

Useful tips for parents/ carers ● ● ● ● Be kind to yourself Remember even the best planning isn’t always foolproof Work together with school personnel- positive communication fosters positive relationships When discussing issues always consider offering possible solutions Remember transitioning takes time, just like starting a new job Your child may be more emotional at the end of the school daysensory overload/ tiredness, feeling more safe/ comfortable at home Consider establishing after school routines in conjunction with night time routines, make it predictable

Useful Tips for Educators ● ● ● ● Provide a visual daily structure Use visuals to support learning Provide structured learning and sequenced activities Use language that is clear and without idioms Show to do something as opposed to just saying it Prepare for changes and transitions between classes, teachers & lessons Repeat this in each different context Recognise the stress signals and adopt strategies quickly to reduce anxiety Offer spaces to reduce sensory reactions to the environment Assist with social interactions Parents know their children best and know what are likely anxiety/ stress triggers and how their child can best be calmed Know that parents want to hear about the successes and good lessons/ activities/ days Know that parents are their child’s advocates and want to work with schools

Individualised Plan ● ● ● ● All Australian education providers have obligations to students with disability and additional learning and support needs. Under the Disability Standards for Education (2005) all principals and teachers have legal obligations to ensure that every student is able to participate in the curriculum on the same basis as their peers through rigorous, meaningful and dignified learning. The Disability Standards are Australian law under the Disability Discrimination Act (DDA) 1992 This does not mean every student should have the same experiences. On the same basis means that students with disability should have the same opportunities and choices in their education as students without disability. This may be achieved by making reasonable adjustments to suit each individual student's education needs Adjustments may be undertaken in the areas of enrolment, curriculum, assessment, pedagogy and instruction, environment and infrastructure as well as access to specialist support services. An Individual Plan (Personalised Plan/ IEP/ PP) is the documented outcome of the collaborative planning process including consultation with the student or their parents/carers on the reasonable adjustments that will be provided. NSW Government Education AIS NSW

Supporting parents/ carers through their emotional journey Parents/ carers will feel a range of emotions at different stages, whether it is at your child’s diagnosis, or transitioning to another stage of your child’s development. It is important that parents/ carers look after themselves as well, as often they place themselves much further down the priority list. Family members may also be at different stages of their emotional journey. Minimising stress is key. ● ● ● ● Be organised- stress spirals when you feel things are out of your control. Prioritise yourself. It’s difficult but important. Have activities that makes you and/or partner feel good. List these for all family members and plan for/ roster when they occur. It might be something simple as going for a walk by yourself. Engage support from family and friends- often they are willing but are unsure how. Communicate how they can assist you. Investigate respite services. Maintain family occasions and traditions- celebrate the milestones and achievements however large or small. Avoid comparisons with other children/ families- focus on positive experiences within your own family and positive self talk Join a local support group Relationships & stress Raising Children Network

Supporting siblings As a parent/ carer of a child with ASD it is often difficult to balance the needs of all children in the family. It is important that parent/ carers are not too critical of themselves when it comes to time management. There a few suggested recommendations to nurture siblings in the family. ● Explain ASD early using age appropriate language and answer questions clearly ● Explain how ASD can impact their sibling ● Siblings at times may experience a range of emotions (positive and negative) at the amount of time parent/ carers spend with the child ● In addition to important shared family activities, set aside regular daily time with other children for special activities without their sibling/s with ASD. It may be reading a story before bed or individual time to debrief about their day. It is not the length of time, but how that sibling is made to feel during that time that is important ● It is important that all children are made to feel they are treated fairly ● Consider roles and responsibilities for all family members, appropriate for each age and ability ● Validate negative feelings e. g. ‘ I can understand that ____ behaviour must be frustrating for you’ and look for joint solutions ● Consider engaging a professional clinician or encouraging a support network outside the family e. g. siblings support group Useful reading for supporting siblings: Raising Children Network Autism Awareness

Useful Resources There a number of supports and services provided by government and the community sector for people with disability across Australia. Schools Information Department of Education NSW- Disability Learning and Support Aspect Independent Schools and Satellite Classes Catholic Schools NSW Association of Independent Schools NSW Home Schooling NESA Information & Registration Home School Information Pack NSW Special Schools NSW (SSP’s) Transport Assisted School Travel Dept NSW Education Carer Gateway Mobility Allowance Australian Disability Parking Scheme Additional Organisations National Disability Insurance Scheme Commonwealth Respite and Carelink Centres Education Department of Education - Students with Disability Building Family- School Partnerships Fact Sheet Assistance for Isolated Children Scheme Preparing My Child For School (Information & Visuals) School Transition Toolkit Managing Transitions - Positive Partnerships Packing my bag In the classroom School Timetable Feelings Thermometer Voice Meter What if? Trouble shooting Making Mistakes Staying Positive i. Pads in Education This list is not exhaustive, however provided as a guide for families to consider the range of resources available that may support their child. There a range of services and Information & Support for Parents and Carers organisations in Australia supporting those Autism Community Network living with Autism. Families are advised to Positive Partnerships make their own enquiries and decide what Aspect (Autism Spectrum Australia) may suit their needs best. Autism Awareness Australia Autism Mates Giant Steps The Autism Hub- from Educators @ Giant Steps Regional organisations supporting those living with Autism Advisory and Support Service

Presented on behalf of Autism Community Network a charity focused around building a strong community of support for those impacted by autism. https: //www. autismcommunity. org. au/