Why is inclusion important?

The Circle of Inclusion Web Site is for early childhood service providers and families of young children. This web site offers demonstrations of and information about the effective practices of inclusive educational programs for children from birth through age eight.

The transition process begins in the fall of the year before a child is eligible for kindergarten. Permission to reevaluate is obtained at the annual IEP meeting in the year the child turns 5 or in January (whichever comes first).

In the early fall, during a "Family Night" early childhood staff review the steps of the transition process with families. At this time, staff distribute a survey to determine families' needs. Information regarding transitions is provided to parents monthly throughout the school year.

Kindergarten Connection meetings are held four times a year, in November, January, March and May. All community preschool teachers, early childhood special education teachers, kindergarten teachers, elementary special education personnel, and elementary principals are invited to these meetings. Using family survey information and experience from past years, this team plans, refines, and evaluates the transition process. During Parent - Teacher Conferences in November, teachers and parents discuss specific transition issues related to individual children.

In early winter, arrangements are made with district kindergarten teachers for preschool children to visit their prospective kindergarten classrooms. The preschool staff also meet with school psychologists to determine what evaluations are needed. In late winter, a list of children transitioning to kindergarten is sent to district kindergarten teachers and principals. The names of all transitioning students in special education are sent to the Director of Special Education. Home visits in February allow preschool teachers to again discuss transition issues with parents.

Just prior to spring break, Kindergarten Teacher Panels are held, to provide parents an opportunity to ask questions and share information with kindergarten teachers. In late spring, kindergarten and special education teachers from each of the district's buildings visit the preschool. Teachers have an opportunity to share children's experiences and accomplishments. In addition, visits to elementary classrooms are also completed. Parents with transition concerns are encouraged to visit kindergarten classrooms. The transition teacher makes arrangements for these visits and accompanies parents as needed.

After spring break, special education transition meetings are held. IEP's appropriate to elementary needs are developed, at this time. The Transition Passport and Skills Checklist (This is a PDF file: *See the bottom to get Acrobat for free) are completed by the preschool team and given to kindergarten teachers. An Early Childhood Special Education Consultant maintains a list of students requiring follow-up services and notifies appropriate school personnel of those needs. In midspring during parent/teacher conferences, preschool teachers and parents again discuss any transition problems or issues that are unresolved.

Midsummer, preschool staff hold parent informational meetings. The teachers organize portfolio information and transfer portfolios directly to kindergarten teachers. In late summer, children's official records are transferred to their elementary school.

In the fall of the child's kindergarten year, a preschool teacher observes kindergarten classrooms to provide support to kindergarten and special education teachers regarding students who have transitioned. This is a time when staff may share suggestions and provide information to parents to may help the students during kindergarten.

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