Transition to Kindergarten
Starting public school is a major milestone for all young children
and their parents. It marks the beginning of a relationship that
will continue over the next 12 years. As a parent, you will want
to learn all you can about the rules and expectations of the school
and the type of environment that your child will be in each day.
You will also need to know whom to contact with questions and
concerns.
The first step in the transition to kindergarten can be overwhelming
for all concerned. There may be no one in this new environment
that knows either you or your child, which means that they might
not have any background information on your child's strengths
and needs. You may also have some concerns about how easily your
child will fit in and make friends.
Help prepare both yourself and your child for this change by
learning all you can about the school before your child starts.
Visit the classroom if you can and arrange to meet with teachers.
Bring information to share that will help them begin to know your
child better. Ask questions about anything you don't understand.
Take time to talk with your child about this big step in his
or her life. Try reading stories about children who are starting
school Your child may be very excited about going to school, but
may also have some anxieties about what the day will be like.
FMI: See BOOKS TO READ WITH CHILDREN PREPARING
TO TRANSITION TO KINDERGARTEN, Chapter 2.
These preparations become even more important if your child
has special needs. If your child was identified as having a disability
through the screening process, you will find that you have a lot
to learn. There will be a lot of new terminology. You will also
encounter many new people, including educators and other professionals,
who will be working with your child. They will become part of
your child's Pupil Evaluation Team (PET) that meets to review
your child's eligibility for services and decides what supports
and services are needed. As a parent, you are a member of the
team. Try to learn as much as you can about your role as a member
of the PET, your rights as a parent, and the resources that are
available to you.
FMI: See PARENT'S ROLE AT PET MEETING, Chapter
5.
If your child was identified as having a disability sometime
between the age of birth through five and received early intervention
services through CDS, you will already have some experience with
a team of therapists, educators and administrators. You will also
have some familiarity with the team process (Early Childhood Team
(ECT) or PET) that is used to make decisions.
 |
Be sure
you understand what the process of identification and eligibility
involves, so that you can provide the PET with the information
they need to make the determination. |
It is important to remember that Chapter 180 Regulations cover
Early Intervention Services and special education and related
services for children through age five. If your child is found
to be continuing eligibility for Special Education Services when
he or she enter kindergarten, services will be provided under
Chapter 101 Regulations (MSER). These regulations cover Special
Education Services for children ages 5 to 20.
| What's Worked For Me As
A Parent... |
|
"I remember my child being
more ready for this transition than I was. I wondered...
Would they be able to attend to his needs? Would they
see him as an individual? How different would he be
from his "peers"? Distinguishing between
what you as a parent want for your child and what
your child wants for themselves, begins to become
more and more an issue as your child is growing older.
As you start to look at different types of placements
available to your child, it will be helpful to start
looking at your child as an individual with great
potential. Explore all the possibilities whether you
like them or not."
|
|
