Transitions for children with special educational needs and disabilities (SEND) often need to be longer and more detailed than for other children. Children with SEND can struggle with change, and for their families the move between early years and school can be stressful and daunting as they may have to decide whether they want to go to mainstream or specialist school.
My previous article looked at key barriers affecting the success of transitions that we identified during the Dingley’s Promise transitions project (funded by the Department for Education), which was part of the Early Year SEND Partnership. This article will focus on the practical ways that education professionals can deliver high-quality transitions directly to children, with a focus on the early years setting, on the families, and also on the receiving setting.
Register now to continue reading
Thank you for visiting Nursery World and making use of our archive of more than 35,000 expert features, subject guides, case studies and policy updates. Why not register today and enjoy the following great benefits:
What's included
-
Free access to 4 subscriber-only articles per month
-
Unlimited access to news and opinion
-
Email newsletter providing activity ideas, best practice and breaking news
Already have an account? Sign in here
