Supporting your child in secondary schoolSouth Lee Intervention Team

Transition Tools

Helping students make a smoother

transition to second level

Planning

Identify and include strategies into IEPs

Promote independence in school and home

Schools may require up to date reports

Planning

6th class – Make contact with secondary school early in the summer term to share information and plan strategies

Arrange extra visits as necessary

School Preview

Most children will benefit from seeing, experiencing and learning about a new school before they turn up on the first day

School visit – parents and school

Videotape of school, rooms, brief introduction from teachers

School Preview

Visual guide with photos of key staff such as teachers and assistants

Visual guide of school – map including toilets, staff room, canteen etc.

School Preview

Identify team of core contacts in school This may include, Year head, resource teacher,

guidance counselor, etc

Remember there may be less time to interact with key staff at second level so arrange a system whereby important information can be shared between parents and staff

Transition Workbook

Interactive tool for children, parents and teachers to prepare for the upcoming transition to their new school

Can be downloaded from ASD South Lee blog ( www.asdsouthlee.com )

Passport- Keep it simple!

It might be useful to develop a personal portfolio with the child to outline likes, dislikes, strengths, needs, learning style, hobbies, fears, goals, favourite subjects, time-out and relaxation activities.

The personal portfolio can be passed to staff in school to help raise awareness around the individual’s needs

‘Plan in reverse’

Start with what works for the child and keep it going!

Some examples of this are: in what situation or setting is the student more successful? When does the student perform well? When does the student interact meaningfully with peers?

Things to consider

Transition Year

Sports

SNA support availability

Full/partial curriculum

Difficulties

The four main difficulties your child may experience in secondary school:

1. anxiety

2. organisation

3. transitioning

4. making friends

Anxiety

A high percentage of individuals with HFA and Asperger’s syndrome suffer from anxiety.

A certain amount of stress is an important component in our lives. However, too much stress is debilitating and counterproductive.

Individuals on the spectrum are not adept at recognising their emotional state – they will rarely seek out help.

Organisation

Triad of impairment: rigidity Decreased ability to think into the future and

problem solve. Simple tasks of organising work materials

and work environment difficult. Also coordination difficulties will contribute

to disorganisation- if you can’t coordinate your body you'll have difficulty coordination your space

Transitioning

Rigidity: difficulty making predictions about what happens/to do next, difficulty accepting change

Imagination: planning difficulties Communication: understanding what’s

happening next, what to bring Sensory: busy, noisy environment

Friends

Social interaction: not knowing how to interact, not recognising social cues

Communication: not understanding language, not having language to express oneself.

Sensory: difficulty with auditory processing- especially in group conversations.

What strategy works?

Use visual input!!!!

What is a visual cue?

Why is a visual cue useful?

Augmentative Clarity Organisation Predictability Routines Independence

Using visuals: Anxiety

DIFFICULTIES STRATEGIES

Anxietychanges to routine tripsroom changeteacher absentSensory overloadOrganisational difficultiesFollowing rules

Preventative strategiespredict events/changes in routine

e.g tests, no school tomorrow write into journal social storyvisuals to support changesThermometerMovement breaksSocial stories re AnxietyClear visual rules and consequencesEnvironmental changes

Use visuals: making friendsDIFFICULTIES STRATEGIES (VISUALS)

Doesn’t know what to do in unstructured times Form structured clubs with various activities. Offer choices

Conversation skills Social stories, videos, structure conversation using cue cards etc. Role play.

Inappropriate topics, own interest

Interrupting etc

Visual rules: set times when it is allowed to speak about topic

Vulnerable Problem solving worksheets

Use visuals: transitioningDIFFICULTIES STRATEGIES (VISUALS)

Confused between classes List of things to do-e.g. go to locker, get lunch

Getting lost map, learning to ask, right/left support, identifying landmarks, corridors colour coded, rooms colour coded, colours to toilets etc.

What to do in unstructured times-e.g. lunch Social story, choice of activities, structure the time-eg. clubs etc

Moving between topics in class write headings/lesson outline in board and rub out when finished.

clear start and end to topics

visual link between topics e.g diagrams

Visual cue that change is occurring.

Switching your attention Physical cue

Staying on appropriate topic Classroom rules

Use visuals: OrganisationDIFFICULTIES STRATEGIES (VISUALS)

Messy workspace Visual layout, work systems

Handwriting Laptop, use of workbook, scribes,

Understanding & following directions

Write page number on the board

Post-it’s, written schedule/blackboard

Taking down homework write up & extra time

Following timetables Organisation & Colour coding

Exams/tests Scribes, extended time

Taking down notes Paraphrase notes, complete sentences, reducing distraction on board

Bringing correct books Colour coding

Completing tasks Visual layout (PE, Practical)

E.g left to right, tick charts,

Example of comic script conversation

Examples of video social stories

South Lee Autism Intervention team.

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Useful resources

www.asdsouthlee.com www.aspire-irl.org www.nas.ie South Lee Autism Services (021)

4347087

Resources

Getting ready for school: Transition Tips for Students with Autism from Kluth, P. (2003).

Breaking Down Barriers to Learning “South Lee Autism Team: Transition Booklet” Asperger Syndrome – practical strategies for

the classroom Teaching Students with Autism – a resource

guide for schools (British Columbia Ministry of Education)

bced.gov.bc.ca/specialed/docs/autism.pdf