This past year, my daughter who has autism started first grade. Kindergarten, this past year for her had been rocky. My daughter had difficulty with transitions and she exhibited work refusal in the classroom. The team didn’t communicate my daughter’s struggles and went against the IEP to change her placement without appropriate data or parental consent.
At the beginning of this first-grade year, I was more proactive. I met with the special education team before school started. My daughter and I toured her new classroom, our family practiced our morning routine, and our family joined social groups to help my daughter work on conversational skills.
Whether your child is starting a new grade, moving to a different school, or just needs extra support, this guide will help you create a smooth transition to the school year. Some of the ideas you can start on now, and some can wait until the summer, but all will help give your child the support they need for success.
Springtime
Reviewing the IEP (Individualized Education Program) or 504 is a must. This is the blueprint to your child’s education. Take time to read through your child’s plan. Make sure the accommodations are still appropriate, especially if it has been some time since your last meeting with the team. Feel free to check for missing supports. Think about what has happened during the course of this year and what could be added to improve the learning plan. This can include if your child has needed a new sensory break schedule or more speech therapy. You want to make sure that the fall school team has the most accurate picture and plan for your child going forward. Having an up to date document helps them tremendously. If you are still feeling like there is missing information, request a meeting. IEP meetings do need to occur once a year, but you can also have check-ins throughout the year. If your child has struggled this year, reach out and ask for a meeting before the school year ends.
How I Use This: I know that my daughter has difficulties with transitions. She has supports in her IEP for this. We also support this at home with verbal warnings and timers. Having clear written supports in an IEP including “5-minute transition warnings” and “visual schedules” is important, and can also be things you use at home. I use timers at home for bedtime reminders, leaving an outing, or bathtime. For visual schedules, we use our home calendar where we write events and activities, so my daughter knows what the day will hold for her. You can use pictures for children who cannot read. If you want some supports, ask the current team for suggestions or as them to help design something you can use in the summer.
Summer Months
During this time, many families use the summer to support social and peer interactions. During outings or family gatherings, use conversation starters to teach your child simple ways to start conversations that can also be used to greet classmates, as well as answers to questions classmates may ask. Search online for groups or have playdates with children in the area, because meeting a friend before school can ease social anxiety for your child. If possible, encourage social activities through a park district or local special recreation program for some social activities that are structured, interest based, and focus on teamwork.
During summer months, some children find the different routine of summer to be a challenge. Use this time to see what new tools work for your child. Put together a sensory toolkit of things that you can use at home, as well as away from home. Items can include noise cancelling headphones, chewable jewelry or fidget tools. You can teach self-regulation strategies to help overcome big feelings, whether it be deep breathing, use of a stress ball, or movement breaks. Keeping a log of these and when they are used at home would provide amazing insight for your child’s teacher at the beginning of the year.
How I Use This: In our home, we practice conversation starters. We ask our daughter questions that new friends will ask, including “What is your name?” “What do you like to do for fun?” and “What do you like to watch on TV?” We also participate in playdates with friends with and without disabilities, as well as continue social groups in therapy for my daughter to practice her skills
Back to School Checklist
Check when completed / Tasks to Complete
- Review and update IEP/504 Plan
- Email the teacher to introduce yourself
- Visit the school before the first day
- Practice morning and afternoon school routine
- Prepare a sensory toolkit for school (fidget toys, noise cancelling headphones, weighted lap pad)
- Label and organize school supplies
- Confirm transportation arrangements
Fall Season
It’s always important to start the school year off strong. Building a strong partnership with teachers and staff can make a big difference. As soon as you receive your information for the new school year, feel free to e-mail the teacher to introduce your child to the teacher, share your child’s strengths, challenges, and what works best for your child. You can also reach out to confirm therapy schedules and therapy providers. Although it may take a few days into the school year for those related service personnel to have their schedules, service providers are still required to meet IEP requirements starting day one, and they can keep a lookout for your child and start to introduce themselves to your child. They may not start groups, but they can still support your child in the classroom, and connect with your child’s teachers about your child’s needs.
You can also reach out to the school and see if there’s an opportunity for you to tour the school. Many schools have an open house or meet the teacher night. All students are invited and this environment can also be very overwhelming with entire families coming to support each child. Ask if there is a day during teacher institute hours that your child can tour the classroom and meet their teacher with less chaos.
How I Use This: For my daughter, I buy labels with her first and last name on them in one of her favorite colors. We use the sticker labels to label all her school supplies and materials. With regards to her team, I reached out at the beginning of the year to introduce myself and let them know that any time they need to reach out, they should feel free to. Since our daughter participates in therapy outside of school, we also use the beginning of the year as a time to start a group e-mail with teachers and therapists to problem solve anything that may come up. This also includes signing a Release of Information form from the school and the therapist, so those providers can talk to each other and collaborate.
Conclusion
The most important thing that you can do to prepare your child is to advocate, but also trust the educational process. You are your child’s first teacher and your child’s best advocate. Remember to know your child’s rights, read up on IDEA and 504 plans, and special education laws. While school teams do appreciate communication, we parents need to remember to communicate with the team, not be confrontational. Building a positive relationship with teachers and staff will go a long way. For students with disabilities, it can take them much longer to learn something than that it takes a neurotypical child. Please remember that transitions and the learning takes time. Celebrate all small victories with your child and your family.
The start of the school year can be overwhelming, but with the right preparation, advocacy and support, your child can thrive. Remember, progress takes time, and each small step leads to success.
Your child is capable. You are strong. Together, you can make the school year the best one yet.
ABOUT THE AUTHOR:
Christina Kreml (M.A. Differentiated Instruction, M.A. School Adminstration) is a dedicated special education teacher with a passion for supporting children with disabilities. As a parent to a child with a learning disability, Christina brings both her educational expertise and her personal experiences to her advocacy work. She is committed to empowering families, championing the rights of children with disabilities, and helping parents navigate the journey of raising exceptional children.
Read the article here.