Teach Middle East Magazine Jan-Feb 2018 Issue 3 Volume 5 - Page 19

MAKE THE TRANSITION FROM PRIMARY TO SECONDARY EASIER FOR CHILDREN WITH SEND

BY TALAT KHAN
Sharing Good Practice

It can seem quite daunting when it comes to moving from school to school . Especially when it is from primary to secondary and there is apprehensiveness as to what the transition will entail . However , if planned and thought through in advance , the transfer can be achieved without causing too much distress to the child .

So , let ’ s take a look at some important factors that play an essential role in ensuring that Transition is successfully managed .
At present , there is no framework provided by KHDA and ADEK on the transition process from primary to secondary schools , for children with SEND . However , if you are planning to move your child to an international secondary school which considers itself to be at the forefront in successfully managing SEND provision , then it is important to review what measures they have in place .
For that reason , let ’ s consider what the SEND Code of Practise ( updated 2015 , DfE , UK ) says about Transition ?
“ SEN support should include planning and preparation for the transitions between phases of education and preparation for adult life to support transition , the school should share information with the school , college or other setting the child or young person is moving to . Schools should agree with parents and pupils the information to be shared as part of this planning process
The above information indicates that parent ( s ) and the existing school should work in collaboration to ensure a smooth transition taking place .
Key factors for parents to consider before the Transition
• If your child has an education or medical health care plan for their learning difficulty , it is important to ensure that Transitioning is discussed in the annual review meeting and any essential information is noted within the paperwork that is subsequently provided to the chosen secondary school
• Do make a point of visiting the school that your child will be going to and arrange to meet with the SENCO to discuss any concerns or specific information related to your child ’ s SEN
• Prior to ‘ taster days ,’ it might be useful for your child to visit his / her future school and to familiarise themselves with the main parts of the school building as well as their form room and lockers
• If your child has organisational concerns as well as working memory issues it would be useful for them to have an extra pencil case ( with essential equipment to be left at school ), additional copies of text books ( for home ) and access to his / her school diary at all times
( this should have a copy of their homework and time table in it )
• A meeting with the primary school SENCO and class teacher should take place at the beginning of Year 6 to ensure the school is on task to prepare for any issues that require addressing before the transition take place
• It would be advisable for your child to discuss , any anxieties and / or concerns that they may have about moving to secondary school , with you and their class teacher
• It would be beneficial if your child can be assessed by an educational psychologist to provide updated information regarding their specific difficulties prior to transition
• In the case of your child having more than one specific learning difficulty , e . g . Dyslexia and ADHD or Dyslexia and Autism , it is highly recommended that they have a ‘ pupil passport ’ ( a one page profile that can include a photo of your child , description of hobbies and areas of interest as well as your child ’ s thoughts on their learning needs ) to inform their new school teachers and peers about them
• Do ask if the secondary school have a parent forum or parents ’ workshop organised , where you will be able to gain more information about the additional support offered to children with SEND and access to meeting other parents like yourself
The key to a successful transition is making sure that the child feels reassured that they will be supported at their new school . As a parent or the form tutor , it is vital you communicate with each other on a regular basis , to ensure that the child ’ s SEND requirements are understood by the whole school community , not just the TA that may support the child ’ s learning needs . As a member of the SLT , the SENCo and head teacher should work in a collaborative manner to ensure a whole school approach is taken throughout the transition period .
Talat holds a Master ' s in Special and Inclusive Education , a post graduate diploma in SpLD , AMDBA and APC accreditation . This allows her to be at the forefront of delivering expert advice on SEND education . Learn more at http :// www . advantagesend . com / about-us /
Class Time | | Jan - Feb 2018 | 17
Sharing Good Practice MAKE THE TRANSITION FROM PRIMARY TO SECONDARY EASIER FOR CHILDREN WITH SEND BY TALAT KHAN (this should have a copy of their homework and time table in it) • A meeting with the primary school SENCO and class teacher should take place at the beginning of Year 6 to ensure the school is on task to prepare for any issues that require addressing before the transition take place • It would be advisable for your child to discuss, any anxieties and/or concerns that they may have about moving to secondary school, with you and their class teacher I t can seem quite daunting when it comes to moving from school to school. Especially when it is from primary to secondary and there is apprehensiveness as to what the transition will entail. However, if planned and thought through in advance, the transfer can be achieved wi ѡЁͥѽՍɕ́Ѽ)ѡ)MӊéхЁͽх)ѽ́ѡЁ䁅͕ѥɽ)ɥѡЁQɅͥѥ́Ս͙ձ))Ёɕ͕аѡɔ́Ʌݽɬ)ɽ٥-!,ѡ)Ʌͥѥɽ́ɽɥѼ)͕͍̰ȁɕݥѠ)M9!ݕٕȰԁɔ)ѼٔȁѼѕɹѥ)͕͍ݡ͕ͥ́)ѼЁѡɕɽЁՍ͙ձ)M9ɽ٥ͥѡЁ)хЁѼɕ٥܁ݡЁɕ)ѡ䁡ٔ)ȁѡЁɕͽӊéͥ)ݡЁѡM9 AɅѥ͔(ѕ԰U,́ͅ)QɅͥѥ+qM8Ё͡ձՑ)ɕɅѥȁѡɅͥѥ)ݕ͕́Սѥ)ɕɅѥȁձЁѼ)Ʌͥѥѡ͍͡ձ͡ɔ)ɵѥݥѠѡ͍)ȁѡȁ͕ѥѡȁչ)ͽ́٥ѼḾ͡ձ)ɕݥѠɕ́́ѡ)ɵѥѼ͡ɕ́Ёѡ)ɽ)Qٔɵѥѕ́ѡ)ɕС̤ѡѥ͍)͡ձݽɬɅѥѼɔ)͵ѠɅͥѥх)-䁙ѽ́ȁɕ́Ѽͥ)ɔѡQɅͥѥ+$%ȁ́Սѥ)Ѡɔȁѡ)ɹձ䰁Ё́х)ѼɔѡЁQɅͥѥ)͍͕ѡՅɕ٥)ѥ)))͕ѥ)ɵѥ́ѕݥѡѡ)ݽɬѡЁ́Չ͕Օѱ)ɽ٥Ѽѡ͕͕)͍+$Ё٥ͥѥѡ)͍ѡЁȁݥ)ѼɅѼЁݥѠѡ)M9 <Ѽ͍́䁍ɹ́)ɵѥɕѕѼ)éM8+$AɥȁѼaхѕȁ̳dЁЁ)͕հȁȁѼ٥ͥЁ̼)ȁɔ͍Ѽɥ͔)ѡ͕ٕ́ݥѠѡ́)ѡ͍ե́ݕ́ѡ)ɴɽ+$%ȁ́ɝͅѥ)ɹ́́ݕ́ݽɭ)䁥Օ́Ёݽձ͕հ)ȁѡѼٔɄ)͔ݥѠ͕ѥեЁѼ)ЁЁ͍ѥ)ѕЁ̀ȁ)Ѽ̽ȁ͍䁅Ёѥ+$%Ёݽձȁ)͕͕䁅Սѥ)卡ЁѼɽ٥ѕ)ɵѥɕɑѡȁ)ձѥ́ɥȁѼɅͥѥ+$%ѡ͔ȁ٥)ɔѡɹ)ձ䰁ͱ᥄!)ȁͱ᥄ѥʹЁ́)ɕѡЁѡ䁡ٔ+aӊdɽ)ѡЁՑѼ)͍ɥѥ́)ɕ́ѕɕЁ́ݕ́)éѡ՝́ѡȁɹ)̤Ѽɴѡȁ܁͍)ѕ́́Ёѡ+$ͬѡ͕͍ٔ)ɕЁմȁɕϊdݽɭ͡)ɝ͕ݡɔԁݥ)Ѽɔɵѥ)ѡѥЁɕѼ)ɕݥѠM9́Ѽ)ѥѡȁɕ͕́)QѼՍ͙հɅͥѥ)́ɔѡЁѡ)ɕɕѡЁѡݥѕ)Ёѡȁ܁͍́ɕЁȁѡ)ɴѽȰЁ́٥хԁչє)ݥѠѡȁɕձȁ̰ͥ)ѼɔѡЁѡéM9)ɕեɕ́ɔչѽѡ)ݡ͍չ䰁Ё)ѡQѡЁЁѡe)ɹ̸́ȁѡ)M1PѡM9 ѕ)͡ձݽɬɅѥٔ)ȁѼɔݡ͍)ɽ́хѡɽ՝Ёѡ)Ʌͥѥɥ)QЁ́5ѕȝ́M%ͥٔՍѥЁɅՅє)M15 A ɕхѥQ́́ȁѼЁѡ)ɕɽЁٕɥЁ٥M9Սѥ1ɸɔЁ輼)ܹمх͕е̼) ́Q)))))