Transition Co-ordinator

ROLE OF TRANSITION SERVICE COORDINATOR (TSC)

YEAR 1

  • Work with child, and become familiar with their programmes, areas of strength, difficulties, skills.

  • Support / information for parents

  • Exploring educational options for their child, and visiting schools

  • Identifying supports and resources needed for their child

  • Work / Liaise with the child’s pre-school service

  • Liaise with the child’s Multi-Disciplinary team – Speech & Language Therapists, Occupational Therapists, Physiotherapists, Psychologists, Behaviour Support Team

  • Coordinate I.P. meetings

  • Identify any changes required to school’s physical environment

  • Suitable changing facilities

  • Assistive Technology etc.

  • Coordinate / assist with assessments & reports which are required to support applications for resources in school, such as

  • Special Needs Assistant (SNA)

  • Resource teaching hours

  • Learning Support

  • Special equipment (wheelchairs, OT equipment etc)

  • Assistive Technology

  • Visiting Teacher Services for students with visual and hearing impairments.

  • Liaise with the Special Education Needs Organiser (SENO)

  • Work closely with school staff (Principal, Class Teacher, SNA, Resource Teacher), offering information, advice and support appropriate to individual child’s needs, if requested to do so

  • Arrange for School Teachers/SNA to spend time with the child in their pre-school.

  • Provide information for schools

  • Transition Pack for child

  • Educational needs (e.g. publications from organisations)

  • Training (PECS, LAMH, visual timetables etc.)

  • Liaise with School Nurses from PCCC, to share relevant medical information about the child

ROLE OF TRANSITION SERVICE COORDINATOR (TSC)

YEAR 2

  • Continue to link with families, and offer support where required

  • Invite schools to any relevant training available to them, such as

  • ‘Introductory Training Day for Teachers and SNAs’ – facilitated by Multi-Disciplinary Team

  • Behaviour Support Training for School Staff – facilitated by the Behaviour Support Team.

  • Workshops for parents – e.g. How to support child’s education

  • Lamh training – facilitated by Speech & Language Therapist

  • Arrange visits to child’s school to meet with Teachers/SNA, as needed

  • Continue to link with the child’s Multi-Disciplinary Team

  • Support schools with any applications for equipment and other resources

  • Carry out Personal Outcomes Measures with the family

  • Identify child’s future service provider (for example; Brothers of Charity School Age Team, PCCC or CAMHS), and coordinate their transfer from the Early Intervention Services.

  • Coordinate child’s ‘Individual Planning / Transfer from EIS Meeting’

Timeline of Year 1

Psychologist assesses child

Families decide on a school placement

IP meeting (TSC, families, multi-D, schools, SENO), to discuss supports needed by the child.

  • Care and safety needs – to support application for SNA

  • Level of learning disability – to support application for Resource Teaching

Also share information regarding the child’s individual profile, that will be useful to the school in preparing for the child starting.

Schools submit applications for SEN supports to the SENO, prior to the Department of Education deadline date, along with a Psychology report for the child and any other required reports (medical, multi-disciplinary and other professionals).

SENO informs schools of the outcome of their application.

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