Education

Transition to school

Wordplay Jeux de Mots
Northeast Ontario Infant Hearing Program
Transition to School Plan
April 2010

The Ontario Infant Hearing Program is a program funded by Ontario’s Ministry of Children and Youth Services (MCYS) designed to provide children who are born deaf or hard of hearing, or those who acquire permanent hearing loss in early childhood with specialized family-centred services from birth through senior kindergarten.

The Ontario Infant Hearing Program has three main components:

  1. Univeral Hearing Screening
  2. Audiology Services
  3. Communication Development Services

The Northeast Infant Hearing Program covers a very large geographical area of Ontario which includes the “Sudbury/Manitoulin”, “Algoma”, “Cochrane”, “Nipissing” and “Temiskaming” Districts.

TRANSITION POLICY

For those children entering school, every attempt will be made to provide timely and coordinated transition planning with the aim of ensuring continous intervention with the resources available and without undue delay, or duplication of services.

Objectives:

1. To establish transition procedures / process for preschool children entering the education system in order to:

  • Ensure that the parents/legal guardians are knowledgeable, informed and actively involved in the transition to school process
  • Share information between systems and provide education systems and community service providers with information to initiate services.
  • Coordinate services between the Northeast Infant Hearing Program, Education system, and Community service providers, minimize duplication of service and ensure timely and coordinated services
  • Inform Education systems, Northeast Infant Hearing Program, and community partners of new referrals and discharges.

2. To estabish transition procedures/process that respects agency andclient confidentiality.

Transition Process

In September of each year, the IHP Case Coordinator will:

1. Identify which children on his/her caseload are eligible to commence JK the following September; and, identify any other children that they need to commence transition to school planning earlier.

2. Contact the legal guardian and identify whether they are planning or considering having their child begin school the following year; and identify which school and/or school board they plan on sending their child to.

3. Identify the “Transition to School Lead”. Typically the “Transition to School Lead” is not the “IHP Coordinator” but will fulfill that role if there is not an already established process or if the “Infant Hearing Program” is the only program involved with the child and family.

4. Ensure that the transition to school plan/report once completed is forwarded to all members of the IHP team which include:

a. Parents
b. All Northeast Infant Hearing Partners
c. Northeast Ontario BLV Coordinator

The “Transition to School Lead” will coordinate and support the t ransition to school process. Note: There are many different Transition to School processes established in the districts and communityies that we serve. We will therefore link into the established programs to determine who the “transition to school lead” is. The identified individual will:

1. Identify who the appropriate contact is at the school board for “Transition to school planning”.

2. Work with the school board representative to plan a “Transition to School Meeting”.

3. Ensure that:

a. Parents/legal guardians are invited and supported to attend allrelevant “transition to school” meetings and information sessions.

b. The “IHP” reports and other relevant reports/information are provided and available during the transition to school meeting.

c. All essential “IHP” providers are invited to the “transition to school meeting”

d. The participants in the “transition to school meeting” understand what supports and services the IHP is able to provide once the child begins school (ie. Education, consultations, follow up meetings etc.)

e. The reports and plans from the “transition to school meeting” are provided to IHP case coordinator

4. Make any other required referrals.

Junior Kindergarten – High School

This period is usually defined by your child’s transition from an elementary setting to an intermediate setting.The following schedule is recommended by the Timmins Transition Committee partners:

January of the year of entry to the new school:

  • All appropriate assessments need to be completed. Please access referrals for more information.
  • Parents/caregivers meet with the present school principal to initiate the transition process to the new school.

May/June:

  • A case conference is scheduled with the new school and with all current and potential service providers/educators to discuss the strengths and needs of your child.
  • Develop an action plan for steps to be taken to ensure all supports and services are in place for transition to the new school.

September:

  • Another case conference is scheduled to review transition process and strategies/recommendations with teachers and support personnel to ensure a successful transition.
  • The school or parents/caregivers can request a meeting to review their child’s IEP.

High School – Adulthood

This period is usually defined by your youth/young adult’s transition from an intermediate setting to a secondary setting. The following schedule is recommended by the Timmins Transition Committee partners:

January of the year of entry to the new school:

  • All appropriate assessments need to be completed. Please access referrals for more information.
  • Parents/caregivers meet with the present school principal to initiate the transition process to the new school.

May/June:

  • A case conference is scheduled with the new school and with all current and potential service providers/educators to discuss the strengths and needs of your youth/young adult.
  • Develop an action plan for steps to be taken to ensure all supports and services are in place for transition to school.

September:

  • Another case conference is scheduled to review transition process and strategies/recommendations with teachers and support personnel to ensure a successful transition.
  • The school or parents/caregivers can request a meeting to review their youth/young adult’s IEP.

*At age 14 the transition plan must be in their IPRC out of high school

Beyond secondary school

  • Updated assessments may be necessary to ensure continuation of services in the post-secondary setting and/or workplace environment.
  • Please access employment for transition to the workplace.

Below are suggestions to follow should your youth/young adult be transitioned to post-secondary education:

This process should be initiated preferably more than one year before entry to post-secondary school as extensive planning may be required. As soon as the student is aware of their choice of study:

  • The student is encouraged to visit or contact the schools’ special needs/resource department in order to see what services they may be able to offer. This will help them to determine which school is best suited to meet their needs.
  • Updated assessments may need to be completed. Please access referrals for more information.
  • Case conference with service providers/student to detail all the components to consider for the student to make an informed decision in their transition to post-secondary education.
  • Develop an action plan for steps to be taken to ensure all supports and services are in place for transition to school.
  • Student to follow application process.

At the time of acceptance:

  • A case conference is scheduled with all current and potential service providers/educators to review and implement the plan of action and ensure the supports and services are in place for the student’s transition.

September:

  • Another case conference is encouraged to review the action plan to ensure a successful transition.

Resources / Links

VOICE for hearing impaired children

www.voiceforkids.com

Audiologist
www.caslpo.com

Canadian Hearing Society
(705) 268 0771 Phone (705) 268 0744 TTY
www.chs.ca/en/timmins/welcome-to-chs-timmins.html

W. Ross MacDonald
(519) 759-0730
www.psbnet.ca/eng/schools/wross/index.html

The Robarts School for the Deaf
(705) 453-4400
www.psbnet.ca/eng/schools/robarts/index.html

Preschool home visiting progam
www.lkdsb.net/SepcialEducation/special%20Education%20plan/2_10.htm

Sir James Whitney School for the Deaf
TTY / phone (613) 967-2823
http://psbnet.ca/eng/schools/sjw/index.html

Centre Jules Leger
ATS (613) 761-9302 phone (613) 761-9301
www.centrejulesleger.com/index2.htm

Ernest C. Drury School for the Deaf
TTY (905) 878-7195 Phone (905) 878-0504
http://chatt.hdsb.ca