Module 1: Lesson 2: Transition

Transition

Transition relates to the progression of a child from one activity, environment or program to another. Transition is an ongoing process and occurs at many points during the child's involvement in the Early Steps system. Transition occurs at the following points:

• discharge from the hospital to home
• relocating to one service area from another
• changes in service providers
• exit from Early Steps at age three to other service options

The IDEA, Part C Regulations, 34 CFR, Section 303.148, indicate that there must be a policy in place in each participating state that addresses the transition of eligible children from Part C to Part B services on their third birthday. The steps necessary for a child's transition from an early intervention program to a preschool program must be written into the IFSP. By helping the families identify their children's needs within daily routines and assisting families to build on their children's competencies and use natural supports throughout their early intervention experience, children will be more prepared for the transition out of Early Steps.

The child's transition team, which should include the family, the service coordinator, current service providers, and a representative from the local school district, determine the individual transition steps for each child. Specific timelines and procedures for transition are covered in Module Seven: Transition Planning for Infants, Toddlers and their Families in this curriculum.

The same individuals, to the extent possible, that developed the initial IFSP, conduct the following activities for transition and to meet Early Steps requirements:

• Develop an individualized transition plan
• Adhere to the timelines and activities for providing information and preparing the family for transition as delineated in Module Seven: Transition Planning for Infants, Toddlers and their Families of the Early Steps Orientation Training
• Develop outcomes and work with families to identify community supports that will enhance the day-to-day life of the child and family at home
• Assist the family in developing mechanisms for addressing the needs of the child within the context of their family and the larger community when planning for the child's transition
• Develop outcomes for the child and/or family related to concerns about preparing the child and family to move from Early Steps, at age three, to the most appropriate early care and education setting (e.g., Head Start, Part B, preschool, or childcare) or other appropriate settings

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