MOVING
ON
A Resource For
Supporting Students With Additional Needs
Transition From One Setting To Another
Illawarra and South East Region
Compiled by
Sandra Acevedo-Rugg
Sue Goor
Megan Waugh
Revised by the ISER Student Services Team 2010
Table of contents
Purpose of Transition
5
Learning Support Teams
6
The Planning Process
7
How to Use the Transition Checklist
8
Transition Flow Chart
9
Blank Planning Matrix
10
Matrix Trigger Questions
11
Phase 1:Transition Process
13
Phase 2: Transition Process
14
Case Study
29
Useful Web Links
32
Relevant DET Documents
33
“The New South Wales (NSW) Department of
Education and Training (DET) is committed to
providing a public system , while developing fully
the talents and capacities of all students in the
pursuit of attaining the highest educational
standards irrespective of student background or
circumstance”
Quality Teaching in NSW Public Schools (DET) 2003
“Transition is a process not a single event”
Transition to High School 2001
“An effective school is one in which pupils progress
further than might be expected from the
consideration of its intake”
Mortimer 1991
“Fairness does not mean that everyone gets the
same, it means that everyone gets what they need.
Every child is an individual.”
Fiona Duggan and Gerda Butlin 1996
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Time for Moving On
The Purpose of Transition is:
to ensure that individuals with special needs have choices
in a range of options, which enable them to reach their full
potential for successful community independence
to lay a strong foundation for maximising the level of
independence that will be enjoyed by students in a range of
settings
dependent upon the cooperation and collaboration of all
parties with an interest in the transition of the individual
student
to provide an ongoing process of preparation for the next
setting
to
ensure
that
the
student’s
interests,
needs
and
competencies are appraised on an ongoing basis to
support future environments.
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Time for Moving On
Learning Support Team
“Children learn best when parents, care givers and teachers work together in
partnership and when parents, teachers and teachers share this responsibility”
Who’s Going To Teach My Child 2003
A learning support team is a whole school planning and support mechanism. It is
formed with the purpose of addressing the learning needs of students through the
coordination, development, implementation, monitoring and evaluation of educational
programs.
To support the transitioning of a student with identified needs from their current
setting to another, it is imperative that substantial and cooperative planning is
undertaken by a Learning Support Team (LST).
This team may include:
The family / carers
The student (where appropriate)
An advocate, interpreter, support personnel (where requested)
Class teacher / Year Advisor / Stage Supervisor
Principal / School Learning Support Team Coordinator
School Learning Support Teacher (SLST)
School Learning Support Officer (SLSO), (where appropriate)
A nominee from the next setting
School Counsellor / District Guidance Officer
Regional personnel (where necessary)
Outside agency / specialist representative
It is the role of this team to identify programming and resource requirements for
students with special learning needs. Parents play an important part in the decision
making of this team.
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Time for Moving On
The Planning Process
The planning process is initiated by the
Learning Support Team (LST). The role
of the LST may include making
recommendations or decisions relating
to:
the individual welfare and education needs of the student
appropriate course of actions for teachers to support the individual
needs of the student
communication needs with teachers from other settings and
referral to outside agencies where appropriate
Necessary learning adjustments and / or accommodations
need to liaise with regional personnel
school training & development priorities
Access to funding support and other Regional services
prioritising of student for access to support services and counsellor
referral
priorities for property modifications
special equipment & technology needs
documentation and record keeping of student plans and
information.
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Time for Moving On
How To Use The
Transition Checklists
The transition process can be complex and may involve a variety of
different stakeholders from school, regional office personnel, home and
community agencies.
When working through the transition process, the Transition Flow Chart in
the following pages can be used by school learning support teams to assist
in the global transition process.
The subsequent forms then should be used sequentially as a guide in
transitioning students from one setting to the next:
Step 1
LST of current setting completes Phase 1. This will determine the most
appropriate pathway in Phase 2.
Step 2
LST determines which of the Phase 2 proforma checklists to use.
Step 3
As part of the Phase 2 checklist, the LST in conjunction with the LST of the
new setting, completes the Matrix.
Step 4
As the Transition Flow Chart indicates, a re-appraisal of the student’s
program and needs should be completed by the LST on an on-going basis.
•WHILST THE SUGGESTED TIMELINES IN THE FOLLOWING PAGES
ARE DESIRABLE, IT IS ACKNOWLEDGED THAT DUE TO MANY
UNPREDICTABLE CIRCUMSTANCES THEY MAY NOT ALWAYS BE
POSSIBLE.
•THE CHECKLIST SHOULD BE USED AS A GUIDE ONLY, AS NOT ALL
POINTS MAY RELATE TO THE ONE STUDENT.
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Time for Moving On
Transition Flow Chart
The learning
support
team is
established
Student
Identified
Matrix
Completed
Meeting at
new setting
Initial meeting at
student’s current
setting
Reappraisal
Transition plan
implemented
Transition
plan
developed
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Planning Matrix for Students with Complex Needs
ACTION
PLANNING
FOCUS AREA
A
B
C
D
E
TRAINING
&
DEVELOPMENT
PERSONNEL
SUPPORT
IDENTIFIED
TECHNOLOGY
& EQUIPMENT
PROPERTIES
RISK
MANAGEMENT
1
Key Learning
Areas/
2
Communication
(Receptive/
Expressive)
3
Participation
Social Competence
Safety/Supervision
4
Personal Care:
Hygiene
Eating/Dietary
Health and
Emergency Care
5
Movement:
Physical
Access/Mobility
Evacuation
Positioning
Hand Motor Skills
6
Disability
Awareness:
Access to
information
(staff/parents/school
community)
7
Transport
To/from school
during school hours
8
Responsibility
9
Timeline
10
Time for Moving On
Trigger Questions When Using the Planning Matrix
ACTION
PLANNING
FOCUS AREA
1
Key Learning
Areas/
2
Communication
(Receptive/
Expressive)
3
Participation
Social Competence
Safety/Supervision
4
Personal Care:
Hygiene
Eating/Dietary
Health and
Emergency Care
5
Movement:
Physical
Access/Mobility
Evacuation
Positioning
Hand Motor Skills
A
B
C
D
E
TRAINING
&
DEVELOPMENT
PERSONNEL
SUPPORT
IDENTIFIED
TECHNOLOGY
& EQUIPMENT
PROPERTIES
RISK
MANAGEMENT
Is there a need for a
support plan for
each KLA?
Who at the class
level, year, school,
region, state,
home, agencies
can assist?
Who will be the
SLSO and other
key staff at HS?
Does the student
require specific
equipment across
any or all KLAs?
Is there a need for a
quiet areas?
Are there any
minor/major
modifications
needed?
Are any appropriate
shorten strategies?
Are there any
safety / protection
strategies that need
to be in place?
Is the student using
alternative forms of
communication that
staff require T&D?
Is there staff
available to
provide the T&D –
who? If not who
else?
Who at the school
will prepare
systems?
Are there
specialist
equipment
requirements?
Where, how will the
equipment be stored
and managed?
Is a behaviour
support plan
required?
Who from the
LST, school
welfare team,
counsellor, region
assist?
How will the
SLSO support
plan?
Does the SLSO
require T&D in
use of any
equipment?
Is there any
equipment that
student requires
out of the class?
Are all areas safe?
Is the student a
‘runner’ and fencing
etc is necessary?
Is there a risk
management plan
required?
Does the SLSO
require Healthcare
Procedures
Certification
Who needs training
in specialist
equipment, e.g.
hoist?
Does the student
need a healthcare
plan & who (more
than 1) will
administer it?
What equipment
is now used and
what will be
required in the
new setting?
Is there a need for a
disabled toilet and is
it equipped
appropriately?
Is there a need for
an alternate change
area?
Does student need
change of clothing?
Is there a health
care plan?
Does the student
require medication,
special feeding,
toileting?
Is there a need for a
nappy disposal bin?
Are gloves, etc,
needed?
Is there a need for
other specialist
equipment training
e.g., standing
frame?
Safe lifting training
?
Can the student
carry their own
equipment?
Does student
require additional
time or supervision
for movement
round school?
Can equipment be
shared in more
than one area or
will more than one
set be required?
Does the student
require a note
taker?
How will equipment
be housed and
transported?
Can student access
all areas within
school?
Does the LST need
to negotiate room
allocation shortterm?
Does student
require lifting?
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Time for Moving On
Matrix triggers continued
6
A
B
C
D
E
ACTION
PLANNING
FOCUS
AREA
TRAINING
&
DEVELOPMENT
PERSONNEL
SUPPORT
IDENTIFIED
TECHNOLOGY
& EQUIPMENT
PROPERTIES
RISK
MANAGEMENT
Disability
Awareness:
Do staff require
training/awareness
in the student’s
specific disability?
Who would be the
most appropriate
personnel to
deliver the
training?
Who would be
the most
appropriate
personnel to
deliver the
training?
Is there a need for
support in
application?
Is there a need for a
short-term plan and
future plan?
Does the student
require a travel
training program?
Who will be
responsible for
implementing the
travel training?
Is the a need for
special transport
& who will be
responsible for the
application?
Is specialist
lifting equipment
required for out
of school
activities?
If student uses a
wheelchair, does
the school have an
appropriate arrival
& departure zone?
Access to
information
(staff/parents
/school
community)
7
Special
Transport
To/from school
during school hours
8
Responsibility
9
Timeline
If student uses a
wheelchair, what
types of
adjustments may
be required for
excursions, etc?
Nominate
individuals who will
drive, support and /
or coordinate each
of the areas. Maybe
useful to use
numbers & letters to
indicate the
individual who will
be responsible for
each box e.g., 3..E
for participationwho will write the
crisis management
Identify the timeline
for each key area.
May be useful to use
e.g., 7.A, to indicate
timeline for special
transport and T&D
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Time for Moving On
Transition Timeline Checklist Phase 1
In the Current Setting the LST will
Identify the student and conduct an appraisal of the Curriculum,
Communication, Social, Personal Care and Mobility needs.
Meet with parents/ carers regarding the student’s new setting.
Discuss all options available ( local school or support placement)
If the student is at pre-school, the parent can inform their local
Principal or the Students Services Officer of their decision regarding
placement.
If the student is at school, parents should inform the current setting
of their decision regarding placement. This will determine which
transition pathway the Learning Support Team should take: A or B
√ OR X




The current setting should contact the new
setting’s LST coordinator to advise of the
student’s transitioning. If the next setting
is a support placement, then the initial
formal contact will be done by the Regional
Placement Committee.
A
B
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Time for Moving On
Phase 2: A.1
( Transition to a mainstream Kinder )
Where a transition to school plan is required, the ‘transition to school” form can
be completed by the parent or referring agent. For children on the DET Transition
to School Program, the completion and implementation of the transition matrix
and transition plan should be completed by the school learning support team
(LST) in collaboration with the parents /carers and any agencies involved.
Date :
Done
N /A
Timeline where need
is applicable
Student Name:
DOB:
School:
2 years prior to child
enrolling at school
Property modifications identified through the
‘Transition to School’ process


Up to 1 year prior to
child enrolling at
school
School advised of child’s pending enrolment by
parent/ carer, supporting agency, or preschool


From Term 2, year
before child enrolls
An initial transition meeting is organised to identify
the child’s needs using the matrix


From Term 2, year
before child enrolls
Available assessments and reports are forwarded
to the school counsellor by the / carer, supporting
agency


Term 3
The public school LST coordinator organises a
meeting at the school and invites all stakeholders
including any support teachers already involved.
Re-appraisal of matrix done, (should include
timeline for extra orientation visits)


Term 3
Special equipment application if required is
completed and submitted to regional office


Formal reviews for:
 Funding Support
 Existing equipment & technology
 Healthcare plan






Term 4
Continued orientation visits organised


Term 4
Healthcare Plan completed


Re-appraisal of student’s need, including Best
Start


Term 2 – 3
Term 1, week 5 - 6
Kindergarten
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Time for Moving On
Phase 2: B.1
(Transition to School in a Support Placement )
Where a transition to school plan is required, the ‘Transition to School” form can be
completed by the parent or referring agent, on behalf of the parent / carer. For children on
the DET Transition to School Program, the completion and implementation of the
transition matrix and transition plan should be completed in collaboration with the
parents /carers and any agencies involved.
Date :
Done
N /A
Timeline where need
is applicable
Student Name:
DOB:
School:
2 years prior to child
enrolling at school
Property modifications identified through the
‘Transition to School’ process


From Term 1, year
before child enrolls
Available assessments and reports are forwarded
to the school counsellor by the /carer / supporting
agency. Counsellor signs off child’s eligibility as
appropriate


From Term 1, year
before child enrolls
LST ( or regional office staff where appropriate)
completes access request. Special transport
request is included should it be required by the
parent / carer


From Term 2, year
before child enrolls
Regional placement committee processes access
request and may offer a special placement based
upon the child’s eligibility and availability of
service. Parents /carers and receiving school
notified


From Term 2, year
before child enrolls
Initial transition meeting may be planned at the
special placement setting to discuss need and
complete the matrix


Term 3, year before
child enrolls
Special equipment application completed (if
required) by the LST and forwarded to regional
office


Term 4, year before
child enrolls
Continued orientation visits if required


Term 4, year before
child enrolls
Healthcare plan is completed and ERN / SCAS
details confirmed at the school


Term 1, week 5 - 6
Kindergarten
Re-appraisal of student’s needs. Including Best
Start


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Time for Moving On
Phase 2: A.2
Date :
Timeline where
need is applicable
( Year 6 - 7 mainstream)
Student Name:
Current School:
New Setting:
DOB:
Year:
Done
N /A
Student in Year 5
Primary LST meets with parent / carer to discuss
suitable options for high school


Student in Year 5
SLST contacts the high school SLST to forward
necessary information for high school to
commence property application if required


From Year 5 – 6
School Counsellor reviews disability confirmation
sheet


Term 1
Student in Year 6
Transition to high school regular process is
completed and forwarded to corresponding high
school


As early as
necessary
Student in Year 6
Primary LST coordinator organises a meeting at
the primary school and invites the parent, the high
school LST coordinator and any other support
teacher already involved, to complete the matrix
and establish the transition plan


Good practice
strategies for
additional orientation
visits
Strategies that the LSTs may consider:
 Parent / carers invited to initial, additional
orientation visits
 A walk around the high school to look at the
physical size, including specialist rooms
 Photos taken of staff and specialist areas, e.g.
canteen, library, for social stories
 Identify where the student can go to meet their
friends and designated year area
 Identify where the student can go if they are
anxious and/or require teacher / counsellor
assistance
 Provide opportunities for the students to
experience study skills needed for HS such as
copying; note-taking; mapping main points;
using the HS diary and following a sample
timetable
 Provide opportunities for the student to
practice arrival and departure routines for HS
Time for Moving On
Phase 2: A.2
( Year 6-7) continued
Term 3
Student in Year 6
Mentor for the student at the new setting is
organised


Term 3
Student in Year 6
Review equipment and / or technology needs.
Application forwarded to regional office if
necessary


Term 3
Student in Year 6
Primary LST convenes a Funding Support review
meeting and invites a high school LST
representative, parent, SLST, school counsellor
and any other relevant community and / or DET
personnel


Term 3
Student in Year 6
Secondary LST representative takes Funding
Support application for their Principal’s signature
and forwards application to regional office


Term 4
Good practice
strategy
Make sure that assessments and student work
samples are complete so that all staff who will be
involved at the high school are aware of the
student’s strengths / needs / interests
THIS IS A VITAL STEP IN THE HANDING OVER
PHASE OF THE STUDENT’S TRANSITION
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Time for Moving On
Phase 2: B.2
Date :
Timeline where
need is applicable
(Year 6 to a Secondary Support Placement)
Student Name:
Current School:
New Setting:
DOB:
Year:
Done
N /A
Student in Year 5
School counsellor reviews disability confirmation
sheet


Student in Year 5
Primary school LST meets with parent to discuss
property needs and appropriate options for high
school support placement


Student in Year 5
An application for modification to properties (AMU)
is submitted by the high school principal where
need is identified


From Term 2
Year before student
transitions to HS
Initial transition meeting (formal review) is set up
at the primary school with the class support
teacher, LST Coordinator, parent / carers and
counsellor to commence re- appraisal and
establish matrix, (should include timeline for extra
orientation visits)


From Term 2
Year before student
transitions to HS
Primary school forwards access request (with
disability confirmation sheet) to region office.
Special transport request is included should it be
required by the parent / carer


From Term 2
Year before student
transitions to HS
Regional placement committee processes access
request and may offer a special placement based
upon the child’s eligibility and availability of
service. Parents / carers and receiving school are
notified


From Term 3
Year before student
transitions to HS
Special equipment application is completed by
the primary school LST and submitted to region
office for processing


From Term 4
Year before student
transitions to HS
Continued orientation visits


From Term 4
Year before student
transitions to HS
Healthcare Plan reviewed and confirmed with both
primary, high school representatives and parent /
carer


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Time for Moving On
Phase 2: B.2
Good practice
strategies for
additional orientation
visits
(Year 6 to HS Support Placement) continued
Strategies that the LSTs may consider:
 Parent / carers invited to initial, additional
orientation visits
 A walk around the high school to look at the
physical size, including specialist rooms
 Photos taken of staff and specialist areas, e.g.
canteen, library, for social stories
 Identify where the student can go to meet their
friends and designated year area
 Identify where the student can go if they are
anxious and/or require teacher / counsellor
assistance
 Provide opportunities for the students to
experience study skills needed for HS such as
copying; note-taking; mapping main points;
using the HS diary and following a sample
timetable
 Provide opportunities for the student to
practice arrival and departure routines for HS
 Make sure that the student’s learning support
plan, assessments and student work samples
are complete so that the support staff at the
HS are aware of the student’s strengths /
needs / interests
THIS IS A VITAL STEP IN THE HANDING
OVER PHASE OF THE STUDENT’S
TRANSITION
Student enrolls in
new setting
High school confirms ERN / SCAS details


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Time for Moving On
Phase 2: A.3
(Support Setting to a Regular Class)
Done
N /A
Current setting alerts new setting of possible
property needs. Support class LST/ executive
meets with parent / carer and new setting LST
coordinator to initiate property modification
application with the assets management unit (AMU).
Application submitted by the new setting’s principal


2 term before
student transitions
School counsellor reviews disability confirmation
sheet. If student is eligible follow next step


1-2 terms before
student transitions
Current setting LST coordinator organises a
meeting at school and invites the parent / carer, new
setting LST coordinator, and may include student
services officer, school learning support teacher, or
any other support teacher already involved, to
complete matrix, (should include timeline for extra
orientation visits)


1-2 terms before
student transitions
If student is eligible: Current LST convenes a
Funding Support review meeting and invites new
setting LST representative, parent, school learning
support teacher, school counsellor and any other
relevant community and/or DET personnel. The
Funding Support application should be signed by
the new setting principal and forwarded to region
office


Date :
Timeline where
need is applicable
2 years prior to
transition where
possible
Student Name:
Current School:
New Setting:
DOB:
Year:
If student is not eligible: Current LST convenes
a review meeting and invites new setting LST
representative, parent / carer, school learning
support teacher, school counsellor and any other
relevant community and / or DET personnel (for HS
this may also include STT)
Term before student
transitions
Review equipment and / or technology needs.
Application forwarded to region office


Student enrolls
Healthcare plan revised with new setting’s key
personnel


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Time for Moving On
Phase 2: A.3
Good practice
strategies for
additional orientation
visits
From the term
before student
transitions
Good practice
strategy
( Support Setting to Regular Class) continued
Strategies that the LSTs may consider:
 Parent / carers invited to initial, additional
orientation visits
 Organise a walk around the new setting to
look at the physical size, including specialist
rooms
 Photos taken of staff and specialist areas,
e.g. canteen, library, for social stories
 Identify where the student can go to meet
their friends and designated year area
 Identify where the student can go if they are
anxious and/or require teacher / counsellor
assistance
 Provide opportunities for the students to
experience study skills needed for HS such as
copying; note-taking; mapping main points;
using the HS diary and following a sample
timetable
 Provide opportunities for the student to
practice arrival and departure routines
Any professional learning need identified in the
matrix is implemented at the new setting


Make sure that assessments and student work
samples are collated so that all staff who will be
involved at the new setting are aware of the
student’s strengths / needs / interests
THIS IS A VITAL STEP IN THE HANDING OVER
PHASE OF THE STUDENT’S TRANSITION
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Time for Moving On
Phase 2: B.3
Date :
Timeline where
need is applicable
(Support Placement to Support Placement)
Student Name:
Current School:
New Setting:
DOB:
Year:
Done
N /A
Semester prior to
student transitioning
School counsellor reviews disability confirmation
sheet


Semester prior to
student transitioning
Formal review is set up at the current setting
with the class support teacher, LST coordinator,
parent / carers and counsellor to discuss
appropriate options and establish matrix


Semester prior to
student transitioning
Current setting LST forwards access request (with
disability confirmation sheet) to region office.
Special transport request is included should it be
required by the parent / carer


Term before student
transitions
Regional placement committee processes access
request and may offer a special placement based
upon the child’s eligibility and availability of
service. Parents / carers and receiving school
notified


As soon as possible
Current setting forwards property needs to new
setting LST. An application for modification to
properties (AMU) is submitted by the new setting
principal if required


Term before student
transitions
Special equipment and technology application is
completed by the new setting LST based on
information gained at the review meeting, and
submits to the region office for processing


Term before student
transitions
Intensive orientation visits organised where
distance permits


At enrolment of
student in new
setting
ERN / SCAS details confirmed


At enrolment of
student in new
setting
Healthcare Plan reviewed and confirmed with key
personnel at new setting


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Time for Moving On
Transition to Post School
Students leave school with varying degrees of preparation. Students with a
disability have general options as well as some that are disability specific.
Each student is an individual and will therefore require an individual transition
plan.
A student with a disability may approach the Disability Officer at Centrelink
with the purpose of being ‘deemed’ eligible for a disability support pension.
This allows the student leaving school to access employment agencies that
specifically cater for individuals with a disability.
These agencies vary depending on geographical location and may include:
Workskills;
Workwise;
Essential Personnel.
A student at risk of leaving school may access the following programs
(depending upon their geographic availability):
Job Pathway Program;
Links to Learning;
Youth at Risk;
Plan-It-Youth;
TAFE (OTEN).
Where possible it is desirable to have someone (not a DET staff member) who
can case manage/oversee the student’s post school period.
All students transitioning from school must adhere to the DET’s School
Attendance Policy 2006.
23
Time for Moving On
How To Use The Transition Checklists
The Post School Transition process to support the student can be
complex and may involve a variety of different stakeholders from
school, region, home and community agencies.
In order to assist the school learning support team through the process,
the Transition Flow Chart can be referred to as a guide to the generic
process.
Step 1
LST of current setting completes Phase 1. This will determine the most
appropriate pathway in Phase 2.
Step 2
LST determines which of the Phase 2 proforma checklists to use.
Step 3
As part of the Phase 2 checklist, the LST in conjunction with the LST of
the new setting, completes the Matrix.
Step 4
As the Transition Flow Chart indicates, a re-appraisal of the student’s
program and needs should be completed by the LST on an on-going
basis.
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Post School Transition Flow Chart
Student
Leaving
School
Options
Identified
Options
explained
Contact
Details
Provided
Transition
Plan
Implemented
Organisational
System
Developed for
Student’s
Future
Reference
Meeting at
student’s current
setting
Case Manager
Determined
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Post School Transition Timeline
Checklist Phase 1
Current Setting
Identify student and conduct an appraisal of their post school
needs, interests and options.
Apply for post school programs as offered by Aging Disability and
Home Care (ADHC) as appropriate: (the regional support teacher
transition and the school’s careers advisor can assist with this
information)
√ OR X


Meet with parents/ carers regarding the student’s transition from
school. Discuss all options available such as University, TAFE,
Post School service providers as appropriate.

The family visits the above settings. Support may be provided by
the student services officer or the support teacher transition

The Support Teacher Transition (STT) is the regional
contact for schools regarding the Post Schools
Options Program. STTs can provide the LSTs with
the necessary timelines and processes.
A
ADHC
B
OTHER
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Phase 2: A ADHC – Transition to Work / Community Access
In order to activate this process, the school learning support team
(LST) together with the regional support teacher transition (STT) will
identify potential candidates and discuss the process early in the
student’s final year
Date :
Timeline where
need is applicable
Student Name:
DOB:
School:
Done
N /A
Term 1
Student is identified and nominated as an Aging
Disabilities and Home Care (ADHC) post school
options candidate to the STT


Term 2
School will receive information from ADHC
outlining the process for the year


Term 2
The STT will contact school regarding timelines
and assessment procedures for the year


Term 2
The STT together with the student, parents and
key school personnel go through the assessment
process. The STT processes this information


Student receives a computer printout of the
information submitted to ADHC


Term 3
ADHC determines the level and type of support to
be provided to each student.


Term 3
Student is contacted by ADHC regarding results
of assessments


End of term 2
Term 3
Student and parents attend closest Service
Providers expo


Term 3
Student visits all of the service providers available
in order to make the most appropriate post school
decision


Term 4
Student and family (as appropriate) registers with
chosen service provider


Term 4
Exit plan completed and transferred to registered
service provider


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Phase 2: B Transition to a Tertiary Institution
TAFE
UNIVERSITY
APPRENTICESHIP
TRAINEESHIP
OTHER
Transition to these post school options would have
been previously identified in the students individual
transition plan and therefore reflected in the students
curriculum program. Students with complex needs or
disabilities should follow the same process for access
to these options as their peers in mainstream.
Additional assistance or advice can be accessed
through the regional support teacher transition (STT) or
the schools career advisor.
A disabilities contact
officer/teacher consultant/adviser at TAFE/University,
should also be a contact point for school learning
support teams.
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Case Study
Time for Moving On
Case Study
Joe is 12 years old. He has autism and an intellectual disability. He
has a long history of aggressive and self-injurious behaviour. He will
often slap and bang his head when told he cannot do something.
Joe has no language but successfully uses a symbol book to
communicate his needs and respond to questions. He rarely initiates
communication using the book. Joe shows unusually high skill levels
on the computer.
Joe likes looking at magazines dealing with cars
and bikes. He is independent in all personal care activities. He has
been suspended from his current primary school for kicking a
teacher.
Joe’s family want him to attend his local high school when he
transitions to year 7 in the following year. Both parents prefer that he
attends a regular class but will consider the support class for
students with an intellectual disability.
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Planning Matrix for Students with Complex Disabilities
ACTION
PLANNING
FOCUS AREA
1
Key Learning
Areas/
2
B
C
D
E
PERSONNEL
SUPPORT
IDENTIFIED
TECHNOLOGY
& EQUIPMENT
PROPERTIES
RISK
MANAGEMENT
•HS staff to access
Life Skills
curriculum
•SLSO/ year
advisor - on laptop
Identify quiet areas
& include in visuals
Social Competence
Safety/Supervision
•Identify staff
and/or peer support
as mentor
Personal Care:
Monitor
Ensure all key HS
personnel area of
potential problems
and previous
history
Review potential
anxiety when
changing for P.E
and toileting
•HS to nominate
staff to assist Joe’s
movement around
school and meet on
arrival if necessary
Assess need for
fencing/gates
Risk management
for excursions and
other visits
Hygiene
Eating/Dietary
Health and
Emergency Care
Movement:
Physical
Access/Mobility
Evacuation
Positioning
Hand Motor Skills
Disability
Awareness:
Access to
information
(staff/parents/school
community)
7
Monitor hyper
sensitivity in
specialist subject
areas and workload
that may require a
crisis management
plan
•Joe to be taught
HS rules & specific
routines
•Raise school
comm. Awareness
of specific triggers
& subsequent
management
Participation
6
•Laptop to be
investigated
•Trial appropriate
software
•Board of Studies
KLA Documents
•SLST / AP SL /
regional personnel
as appropriate
• Parent to contact
Speech Path. to
review com. sys
•HS staff
nominated to be
responsible for
mgmt. of equipt.
3
5
•STT, Curriculum
Consultant
•HS nominate staff
to be responsible
for learning
support plan
Augmentative
systems: visual
timetables, social
stories, social
scripts,
communication
books
Communication
(Receptive/
Expressive)
4
A
TRAINING
&
DEVELOPMENT
Update existing
communication
system and follow
up with
recommendations
from Speech Path.
•Investigate specific
area to house any
equipment/ software
•Visuals to cover
quiet areas
HS LST review for
potential need of
staff PART t&d to
support Joe’s
inappropriate
Behaviours
All HS staff on
•Autism,
• Mod. intell dis
• Beh. Management
•Crisis management
Plan
Regional student
services team
HS LST
•PS & HS LST
Regional student
services team
•PS & HS LST
•Parent
Regional student
services team
•OT / Speech Path
•HS LST
Regional student
services team
•OT
OHS
Committee
Re-appraisal of
student needs and
FS in term 1 at HS
Visit 1 –
commencing wk1,
T3 and
consequentially
fortnightly
•PS to apply T4
•HS to apply
following review
T1
To be completed for
T1
In place by wk5 T1
and reviewed T2 by
HS
Special Transport
To/from school
during school hours
8
Responsibility
9
Timeline
Useful web links
Teaching and Learning site: Covering a wide range of supports including
Life Skills courses.
http://www.schools.nsw.edu.au/learning/k-6assessments/oc_criteria.php
Transition to School site that also has links to resources to assist transition
to High School.
http://www.schools.nsw.edu.au/gotoschool/primary/transition/index.php
Early Childhood and Interagency Programs Directorate:
https://detwww.det.nsw.edu.au/lists/directoratesaz/earlychildhood/index.htm
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SEA Office
SEA Office
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Systematic guidelines and
procedures for the collaborative
transition of young children with
disabilities or significant difficulties
in learning or behaviour, from
early childhood settings (including
the family setting) to school.
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