I asked this question yesterday-
and several resposponders said that
(D) the child's needs -would be the best answer. Why couldn't (B) getting
the child ready for school- be a possible correct answer? Transition planning is to get the child into school to learn in an efficient and productive manner. Here is the question:
Transition planning for children with special needs should focus primarily on:
A. maintaining continuity of services
B. getting the child ready for school
C. the family's needs
D. the child's needs
Sorry- I know people are probably getting upset with me reposting the same question- but,I'm confused over this question. I do not understand why (B) couldn't be a possible correct answer. I do not know if the correct answer is (B) or (D). Which would be best?
You have been told and told why different people here think D is the correct answer -- and I agree with them. Now you'll either understand it or not. You'll agree or not. Eventually, you have to make your own decision and put down the answer you believe is best.
The key phrase is "with special needs." These children may have cognitive, emotional, social, or physical needs. Their education is based on their needs and how the school can meet their needs and educate them to achieve their maximum potential. A transition from preschool to kindergarten -- or any other transition -- must focus on the individual child's needs. This will be spelled out in the IEP (Individual Educational Plan).
What does it mean to "get the child ready for school"? For most children entering kindergarten, this means displaying independence, recognizing shapes and colors, showing large and small muscle physical dexterity, and ability to adapt to new situations.
When a special needs child enters kindergarten -- or makes any other transition -- the above criteria may not be applicable. These children may not be able to meet these criteria -- and yet they must attend school.
By federal special education laws, schools must adapt each child's education to meet his/her needs. The burden is on the school -- not the special needs child.
Another problem with B. getting the child ready for school is that the federal law states that a a handicapped child must be educated from age three. In Michigan, special needs children are entitled to a free public education from birth. Their education is on a continuum from preschool through elementary and high school. Therefore, "getting a child ready for school" is not applicable since they may be in school from infancy til they are adult.
Transition planning for children with special needs should primarily focus on the child's needs (D) rather than getting the child ready for school (B). Here's why:
1. Individualized Education Plan (IEP): Children with special needs have an IEP that outlines their specific educational goals and the support they require. Transition planning ensures that the child's needs, as defined in their IEP, are met during the transition period.
2. Special needs children may have unique requirements: Children with special needs may have cognitive, emotional, social, or physical needs that differ from typically developing children. Transition planning must consider these specific needs and ensure that appropriate accommodations, services, and supports are in place to facilitate a smooth and successful transition.
3. Continuity of services: While maintaining continuity of services (A) is also important, the primary focus of transition planning should be on the child's needs (D). Transition planning involves coordinating various services, such as therapies, assistive technology, and individualized instruction, to ensure that the child's needs are addressed throughout the transition process.
4. Transition beyond school readiness: Transition planning encompasses not only the transition to school but also various other transitions that children with special needs may experience throughout their education, such as moving from elementary to middle school or from high school to post-secondary education or employment. Focusing primarily on getting the child ready for school (B) may overlook the broader goal of supporting the child's long-term needs and successful transition across different educational settings.
It's important to note that while opinions may vary, considering the child's needs (D) as the primary focus aligns with the principles of individualization and inclusivity in special education. Ultimately, choosing the best answer involves interpreting the question and considering the specific context and guidelines that apply to transition planning for children with special needs.