Child Transitions

The theme that I am writing about on transitions is a young person with Additional Learning Needs, going from Comprehensive School to Further Education in college. This transition has a big impact on young people's lives as they are moving from a setting that they are used to and have been part of for several years and are now joining somewhere new and unfamiliar. For young people with Additional Needs this transition would be an even bigger change, as they may see people who are different from them and are unaware of their needs. There are many key issues during transitions that support and are important when dealing with children and young people going through transitions. I have decided that the two most important key issues around this

transition are sharing of information and the importance of having a one-to-one support worker.
These issues are important because it is crucial that previous practitioners working with the young person share important information with the college and the young person's one-to-one support worker and tutor. The practitioner would have to inform the college of the young person's care plan and their daily routine is maintained to provide consistency and stability for the young person. It is also important that the young person is involved in the transition and is empowered to make her own opinions about the college. The college could also invite the young person into the college for a transition day in order to make her familiar with the college and to settle her in more effectively when she moves. It is also important that the child's level of development is shared with the college for them to have an idea of her developmental stage and to place her in the right class. As a result of information being shared with the college, the environment and surroundings should be checked and the young person's needs would need to be considered in order for the college to have the facilities to meet their individual needs and to make the young person feel included in the setting. For example, the college could make sure that there are chunky pencils for her to use when writing to give her a firmer grasp. they could also make sure that the toilets are appropriately equipped for her needs and that there is an emergency button in case of an emergency. If these are provided for the young person it will help her settle in quicker and easier and will make her feel comfortable and part of the setting. However, if these are not provided the young person may feel isolated from the college and 'different'. This may effect the young person's self-esteem and confidence as she may feel like she doesn’t fit in and does not belong in the setting. It is also crucial that the one-to-one support worker and the college liaise with the young person's parent's to form a positive relationship with them in order for them to feel comfortable with their child attending the college.
It is also important that the one-to-one key worker supporting the young person forms a positive relationship with them as this will make them feel more comfortable when working with them and if they have any problems they will speak to them directly without hesitating or feeling uncomfortable.

if they did not maintain a positive relationship with the young person this would result in the young person feeling isolated. Featherstone (2011) states that it is important for key workers to form positive relationships with the individual child's parent's and with young people to enable them to feel safe, cared for. Bowlby's theory of attachment stated that children needed to form a strong bond with their primary care giver in order for them to attach and form positive relationships later in life. This theory has influenced practice by the provision of the one-to-one key workers who form a positive relationship with the young person because it is important that she has a positive relationship with her main support worker as this will enable her to open up about her needs and have trust in them to be met. It is also important that the key worker plans activities that involve the interests of the young person and reflects their individual needs In order for them to stay occupied and interested in the activity. (Soni, Bristow 2012). It is crucial that the college promote inclusive practice and diversity by meeting the needs of the young person and facilitating them appropriately. This

could include them providing a safe and supportive environment for them and working closely and liaising with the young person's parents and other professionals in order to meet her individual needs and for her to feel valued and respected. (Stearns, 2013). If the young person's needs are not met she may begin to feel unwanted and isolated from the rest of the college. Her self-esteem and self-confidence may decrease and she might start getting distracted from her work as she might think that she is useless.
During my time in placement I have observed a young person with Additional Needs moving to further education in a college. As a result of this, all practitioners that worked with the young person had to maintain positive and support them during her transition. This is an example of the Social Learning theory that if people are negative around children and young people, they will imitate the behavior. Bandura's theory emphasises the importance that children and young people should be shown positive behavior in order for it to be imitated as children and young people see practitioners and other adults as role models. This theory has influenced the transition I observed in my placement as the practitioners were communicating positively with the young person about the transition and were getting them excited. As a result of this the young person couldn’t wait to start college and thought positively about it. However, if the practitioners had been negative about the transition and failed to encourage them about it, the young person's self-esteem and self-confidence would have decreased and the transition would have been unsettling for them.
The UNCRC focus on the rights of the child and ensure that their individual needs are met.

Specifically to the young person the UNCRC article 23 supports their right to have special care and support for them to "lead full and independent life" (uncrcletsgetitright, 2015). This relates to the young person as due to their additional need they would have a one-to-one key worker for extra support and guidence in order to meet their needs. It is also important that the practitioners within the college respect the rights of the young person and information is shared between settings in order to meet all of their needs. The young person's previous setting must share information about their family background and culture to ensure that the college respects their beliefs and encourages diversity. It is crucial that the college maintains a person centered approach for the young person to feel included and empowered to make her own decisions and reach her full potential. The practitioner should make sure that during the transition they are liaising with the young person's parents and encouraging them that the transition will run smoothly because the young person will then feel comfortable and happy in their new setting. If the practitioner does not liaise and communicate with the young person's parents during the transition, they may feel unsettled and negative about the transition which the young person may witness and sense which would then result in them imitating their parents

behavior and not wanting to make the transition. It is important that every child and young persons rights are valued and respected. During the transition, the young person should not be discriminated against as it is a right that no child should be treated unfairly for any reason.