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New guide aims to improve school transitions for children with disability or developmental delay
Freya Lucas
Oct 23, 2023
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Transitioning to school is a significant milestone for children and their families, and its success can profoundly impact a child's learning and development.
The Australian Education Research Organisation (AERO), in partnership with Monash University, has released a new practice guide: Transitions to school for children with disability or developmental delay. The guide has been developed to assist educators, teachers and service leaders in ensuring smoother transitions for children with disability. The guide is also supported by a comprehensive evidence summary.
‘Inclusive education is not just a goal; it's a responsibility,’ said AERO CEO, Dr Jenny Donovan.
‘Our guide is a valuable resource for educational institutions aiming to provide children with disability or developmental delay the opportunity to feel a genuine sense of belonging at school.’
The guide emphasises the importance of collaborative partnerships, as successful transitions are more likely to occur when these partnerships are established and maintained throughout the transition process.
One key aspect highlighted in the guide is the creation of a ‘team around the child’. This team, comprising educators, teachers, family members, allied health professionals, and other support agency staff, collaborates to provide holistic and individualised support to children with disability or developmental delay during and after their transition to school. The family's role as a critical member of this team is emphasised, recognising their expertise and the need for shared decision-making.
The guide also stresses the need for ongoing collaboration throughout the transition process and ensuring that information is accessible and shared clearly and consistently.
‘Successful school transitions are not solitary events but ongoing processes,’ said Dr Donovan.
‘Maintaining collaborative partnerships and ensuring that children and their families receive the support they need every step of the way is hugely important for a successful transition.’
In addition to collaborative partnerships, the guide promotes child-centred approaches. Warm, trusting relationships and personalised learning environments tailored to each child are highlighted as important practices. The guide also encourages educators and teachers to focus on children's strengths, involve them in the transition process, and provide responsive teaching and support.
‘We believe that every child deserves a seamless transition to school,’ said Dr Donovan.
View the guide on AERO’s website.
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