Transition
Transition refers to any significant change in a person’s life. Some examples of common transitions include entering school for the first time, going to
High School, starting a new job, and moving into a new home. People with autism experience many of the typical transitions of course, but they will also
experience several unique and important transitions.
While significant transitions are difficult for most people, any change at all might be difficult for a person with autism. Some people with autism have a
need to keep routines or follow set patterns of activities. Transitions that involve new places, new people and new expectations are hard for individuals with
autism. The stress that results from these transitions can affect the whole family. However, there are certain strategies that have been shown to be effective
in helping the family, as well as the child, be successful in passing through a transition.
Helpful Strategies for Transition
Write a Plan
Development and implementation of a simple written plan will facilitate successful transition experiences. Such a plan should include activities necessary to
prepare your child for the transition. The plan should also identify someone to be responsible for each activity and a date for each one’s completion. Following
are some strategies that should be addressed in the plan.
- Communicate With Your Child
Tell your child what is going to happen. Even if you think your child does not appear to be listening or to understand, it is still important to tell him in simple
terms about the upcoming transition. It is hard to know how much spoken language people with autism understand and it is not uncommon for them to understand
more than we realize. Pictures and symbols are sometimes used to communicate with a person with autism. A therapist or a professional trained to work with people
who have autism can assist the family in using pictures to communicate.
- Visit the New Location(s)
Take your child to visit the new place or places before the “ official” time to begin. More than one visit might be helpful. Before and during the visit
describe in simple terms what is going to happen, the people who will be involved and the place where he will be attending the new activity. Plan on doing
something your child likes to do after the visit, letting him know about it in advance. The use of pictures or symbols may be helpful.
- Meet Key People
During the visit introduce your child to the key people who will be involved with him, such as the teacher, teacher’s aide, or the bus driver, just to mention
a few. Even if your child shows no interest in the people or surroundings this is still an important activity. Remember that people with autism sometimes understand
more than we realize. Keep the introductions brief, simple, and as cheerful as possible.
- Use Visual Supports
“ Visual support” refer to a set of tools that have proven to be effective in helping people with autism in a variety of settings and situations. Visual
supports help guide a person to do appropriate behaviors, or control inappropriate behaviors, in specific places or situations. Examples of visual supports
include pictures, diagrams, symbols, and color-coding. Regional Consultants with the SCDDSN Autism Division
(refer to section 8, Services of SCDDSN Autism Division)
can assist families and professionals in developing appropriate visual supports.
There are key laws in place for families with a child who has a disability. These laws include the Individuals with Disabilities Education Act (IDEA);
Section 504 of the Rehabilitation Act of 1973; the Family Educational Rights and Privacy Act (FERPA), and the Americans with Disabilities Act (ADA).
Various agencies, organizations and advocacy groups can provide guidance and information about these laws. For example, families may contact their local
school district, state agencies, Protection and Advocacy for People with Disabilities (P&A) and PRO-Parents.
If a child with autism is receiving services then a plan needs to be in place to guide professional treatment. For the preschool child the plan is called the
Individual Family Service Plan (IFSP); for the school age child it is called the Individual Educational Program (IEP). Professionals who provide services
should hold a meeting to write the plan and parents should be included in these meetings. Transition plans should be incorporated as appropriate into IFSPs
and IEPs.
Protection and Advocacy for People with Disabilities and PRO-Parents can assist families in understanding their rights and in preparing for these
meetings. Representatives from either organization can attend these meeting with parents to help them understand all the issues and assist in writing the
most appropriate plan for their child. Refer to Section 4, Primary Resources for contact information.
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