Transition Skills

Transition Skills

Student Needs	IPRC Exceptionalities	Diagnosed Conditions
Aggression Management Anger/Frustration Management Anxiety Management Articulation Skills Attendance Strategies Attention Skills Assistive Technology Skills Blind/Vision Impaired Bullying Management Skills Central Auditory Processing Deafness Depression/Sadness Management Disengagement/Motivation Strategies Eating Disorder Strategies Emotional Regulation English Language Skills Executive Function Fine Motor Skills Gambling Disorder Grief Management Gross Motor Skills Hearing Intellectual Ability – High Intellectual Ability – Low Listening Comprehension Skills Low Vision Memory Skills Mental Health Strategies Metacognitive Skills Mobility Skills Non-Verbal Reasoning Organizational Skills Personal Care Personal Safety Phonological Processing Processing Speed Self-Advocacy Skills Self-Esteem Self-Harm/Suicide Management Self-Regulatory Skills Sensory Integration Skills Sequencing Skills Social Skills Substance Abuse Strategies Task Initiation Time Management Skills Transition Skills Verbal Ability Visual-Motor Skills Visual-Spatial Processing	Autism Spectrum Disorder (ASD) Behaviour Blind and Low Vision Deaf and Hard of Hearing Developmental Disability (DD) Giftedness Language Impairment Learning Disabilities (LD) Mild Intellectual Disabilities Multiple Exceptionalities Physical Disability Speech Impairment	Acquired Brain Injury Alcohol-Related Neuro-developmental Disorder (ARND) Angelman Syndrome Anxiety Disorders Attention Deficit Hyperactivity Disorder (ADHD) Auditory Processing Disorder (Central) Autism Spectrum Disorder (ASD) Bipolar Disorder Blind/Vision Impaired Brain Injury Cerebral Palsy (CP) Conduct Disorder (CD) Concussions Cystic Fibrosis (CF) Deafness Depression Disorders Down Syndrome Eating Disorders Epilepsy Fetal Alcohol Syndrome/Fetal Alcohol Effects (FAS/FAE) Fragile X Syndrome Gambling Disorder Intellectual Disabilities Klinefelter's Syndrome Learning Disabilities/Specific Learning Disorders Muscular Dystrophy (MD) Neurological Disabilities Oppositional Defiant Disorder (ODD) Obsessive-Compulsive Disorder (OCD) Post-Traumatic Stress Disorder (PTS) Prader-Willi Syndrome Reactive Attachment Disorder (RAD) Seizure Disorders Selective Mutism Spina Bifida Tourette Syndrome Turner Syndrome (TS) Usher Syndrome William's Syndrome

Key Special Education Practices
Accommodations Alternative Programming Assistive Technology Board Special Education Plans Community Resources Differentiated Instruction Create an Inclusive & Positive Class Climate Identification Placement and Review Committee (IPRC) Individual Education Plan (IEP) Ministry of Education Resources Modified Programming Non-teacher Professional Assessments Teacher Assessments Safety/Emergency/Crisis Response Plan Professional Development Reporting on IEP Progress Tracking/Documenting Transition Plans

What it is

An area of student needs, involving difficulty with changes.

Teaching Strategies

Instructional

• Determine the student’s transition needs and develop a transition plan on the student’s Individual Education Plan (IEP) with parents/guardians and the student.
• Use a visual schedule and timer for daily transitions.
• Provide advance notice of changes.
• Teach calming strategies.
• Use photos of new places.
• Visit the website of fieldtrip locations to familiarize the student with it ahead of time.
• Visit new environments many times ahead of the change.
• Use a calendar or agenda to plan for changes.
• Use social stories.
• Have familiar staff accompany the student in new environments.
• Take familiar items to new situations.

Environmental

• Use preferential seating to position the student in a predictable location.

• Use a visual schedule.

• Provide calming tools (stress ball, sensory activity, etc.).

Assessment

• Provide advance notice of tests/assignments.

• Provide additional time.

• Provide a familiar alternative location.

• Provide a choice of assessments.

• Chunk assignments/test questions.

• Reduce the number of questions.

• Provide breaks.

See Transition Plans for more strategies and resources.

Resources

• A Guide for Transitions for students with Developmental Disabilities	• Duram District Schoolboard Transition Planning Guide
• Effective Educational Practices for Students with ASD	• Making Transitions Work for Students and Teachers
• School to Work Transition Skills	• Special Education in Ontario K-12 Policy and Resource Guide, Section C
• Transition Strategies for Students with ASD

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