Transitions are challenging for any child and parent – but more so for many children with special educational needs and disabilities. Every major educational transition must be based on an in-depth knowledge of each individual child, as seen in the setting and as experienced by parents at home. Regardless of the format used to capture the essence of each child, this must be the foundation for the way the transition is planned to ensure it meets the need of each child effectively.
As part of our mission to drive early years inclusion across the country, Dingley's Promise has delivered a programme with the Early Years SEND Partnership that has focused solely on the best transitions for children with SEND, from the early years to school. Working with 22 local authority areas in a Department for Education-funded project, we have learnt about the two key groups of barriers that affect the success of transitions. This article will focus on both the barriers and solutions.
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