Excitement, fear, anxiety ... these are just some of the emotions parents feel when looking forward to their child’s first day of school.  For parents who have a child with disabilities these emotions are heightened.

School is a special place; a place where children can feel safe; a place where they grow and begin to form the people they are to become. Keep in mind that the school and home are in a cooperative effort to help reach your child’s potential. 

Parents of children with disabilities want the same things for their children as parents of children without disabilities. Parents want their child to be accepted for who they are.  They want their child to establish friendships; they want their child to be included in not only school related activities but outside school activities. In addition, parents of children with disabilities are also concerned with isolation, exclusion, loneliness and cruelty.

What to Expect at the Transition Meeting
The pre-planning process, the first step in the transition phase to school, begins toward the end of the child’s last pre-school year, whether from a specialized pre-school or a general pre-school program.  A child who has been identified with special needs is entitled to a federally mandated document called an IEP (Individualized Educational Program or Plan). If this is already in place in pre-school, a transition meeting will be held.

The purpose of the transition meeting is to share current classroom performance, strengths, concerns and available programming for your child. At that time, the elementary school’s special education team will attend.  The staff consists of all personnel who will be directly and indirectly involved with your child.  This should include, for example, the kindergarten classroom teacher, principal, art, music, physical education and computer teachers and school nurse.

Express Your Concerns
The short term and long term goals will be discussed as to how these goals will be implemented. At this time, if necessary, any classroom, instructional and building accommodations and modifications can be reviewed.  It is most important that you express how or if you want your child’s disability told to the other children in the class. This is the time to express all your concerns.   Don’t hold back.  You have an audience.  Know that you are not alone.

Be patient.  Be understanding.  The more information the school and specifically your child’s teacher knows about your child, what your hopes and dreams are, the more reassured you will be and the more successful your child will be.  Arrange several opportunities for your child to visit the intended classroom and make the school as familiar as you can. Children, at a young age, are very accepting of each other. They treat each other the same and do not see differences.

With some pre-planning, the beginning of the school experience can be an extremely positive one.  Know that the ultimate goal for each and every teacher is a happy child.  Keep the communication between home and school open and positive.  Hopefully, with these suggestions along with a caring community you will be pleased and amazed at what can be done.

Linda B. Swartz, MA CCC-sp, is a speech-language pathologist for Colorado.