One of the biggest images that impacted me during my study into LPA, was being able to see Dr Pamela Canter's graphic about the development of a young child and that most children at 5 should present with at least 5 of these characteristics. One of the biggest mind blowing moments for me, was to look at the students within my Junior School cohort and recognise that many of the older students were lacking in most of these attributes. As a Junior School team, we spent a session discussing this visual and strategising how we as a school could best support the development of the students and their families to be able to grow in these areas.
Early intervention was out biggest idea and now we have programs within our ELC which monitor student well being and behaviours and work closely with allied health professionals to be able to assist families. We also are very blessed to be able to have workers that give their time to be able to support families process through the NDIS application process and before a child commences school, they have a strong support network around them.
Transitions during a child’s life are essential benchmarks and, when facilitated well, can have a long-lasting impact upon positive learning, independence and attitudes. Transitions for children (and families) with additional needs, however, can also be complex and stressful. Transition is not a once off event and is a progression by which occurs over time and can be defined as the process through which a child, and family, moves from one environment, circumstance, program, routine, or relational change, whereby support and significant preparation is required (Turnbull et al, 2007). The establishment of transitional successful pathways for a child, allows for greater continuity between settings. Supporting families in the effective transition of their child will not only assist in the navigation for future transitions, but enables families to gain confidence in seeking the best requirements and outcomes for their child.
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