Key Participants

Before developing a transition plan, it is important to identify key participants. Participants should include adults and students who are or will be important to the success of the child’s program and transition. Typically, key participants include:

• Student with ASD
• Parents or caregivers
• Teachers (general and special educators)
• Support staff (paraprofessionals, instructional aides)
• Administrators
• Students (classmates and general population)
• Related service providers (OT, PT, Speech)
• Nurse
• Office and ancillary staff(transportation, lunchroom, office, custodial, etc.)

The roles and responsibilities of parents, staff and students will vary depending upon the needs of the student and the degree of preparation necessary for a successful transition.

Identifying a transition team in the sending and receiving schools will help facilitate a smoother transition. While all participants listed above may play a role in the overall transition process, a smaller core team of 2-4 adults can communicate more efficiently on a regular basis and minimize confusion between programs.

Teachers, service providers and support staff are usually the first participants identified as a part of the transition process as their role in the student’s program has been established. However, two other groups are equally as important to a successful transition. These include the family and the school community.

Parents are essential to a successful transition. In particular, their knowledge of their child and his/her degree of disability, as well as their experience in previous transitions and in working with the school are vital in the process.

There are many opportunities for parents to become partners in the transition process. Parents can:

• Visit the school and programs
• Generate a list of pros and cons for consideration by the team
• Identify student strengths and weaknesses
• Share previous transition experiences
• Participate in Futures Planning and completion of Transition Profile
• Share family preferences
• Videotape student in outside or home activities
• Prioritize educational needs/goals

The second group, identified as “the school community,” also plays an important role. For example, the building administrator can set the tone for the transition and convey the importance of the transition becoming a “community” effort. Other staff, including office workers, the nurse, maintenance and cafeteria workers also contribute to a welcoming atmosphere and contribute to a community effort. Knowledge of ASD and how to interact or respond to a student with ASD can make or break a child’s day.And don’t forget the children! Regardless of their age, students’ anticipation of change, anxiety or lack of preparation for the transition can negate all the meetings, planning and preparation by adults. Suggestions for the ASD student and his/her classmates’ participation in transition activities are listed below. A list of videos and books that increase disability awareness is included in Appendix B.

Several strategies that have been successful in assisting ASD adolescents in the transition process include, but are not limited to:

• visits to the new school, class, etc.
• map of school and schedule
• rehearsal of new experiences and routines
• scrapbook of staff pictures with names
• placement with familiar classmates
• social narratives (click here to learn more about this topic)
• visual supports
• practicing new routines
• pre-teaching skills needed in the new environment
• video tours of the new school or classroom