The Road Less Traveled to Transition - By Dena Chapman
As children age, they will experience many developmental and social-emotional transitions. Young children morph into teenagers, which is not an easy adjustment for anyone! For some children, transitions are typical, and for other children they are atypical. And while children are matriculating through their transitions, so too are their parents and caregivers!
Some parents may shift from being a single caregiver to suddenly having a blended family. As parents, ultimately, we change from having a full house to eventually becoming empty nesters. For parents and caregivers of children with delays or disabilities who are enrolled in Early Intervention (EI) services, they will eventually transition their child from EI to the world of Special Education or a K-12 program.
Transitioning from Early Intervention to Special Education is something I know A LOT about! Although it has been over 20 years since my medically complex child moved between programs, I still recall that time being one of the most challenging and confusing experiences I have ever had. What I remember most is the fretful feeling of venturing into the unknown. In the world of EI, I was accustomed to treatment professionals who were experts in their discipline, working from a family-centered approach to ensure my son got the services he needed to thrive. We were in our own safe little bubble, a matrix of sorts. I thought the same would be true of the Special Education program my son would shift into. Not so much!
The transition felt like driving in an unfamiliar city; you are sort of thrust into this new environment and are unsure of how to navigate because every street and every turn is unfamiliar to you. There was no GPS (transition team) available to tell me which way to go. I was just told to go to my local school and complete paperwork. So, I ended up lost in the system and had to pretty much figure things out on my own. I often felt alone navigating the murky waters of this transition. Like driving in an unfamiliar city, navigating this change on my own was scary.
Looking back on the whole experience, I would have welcomed and appreciated having another parent or caregiver who had gone through the process help guide me through the steps, answer questions, and support me in making the best decisions for my child’s educational experience. On the flip side, my experience equipped me to become a fierce advocate for my son, and it also prepared me for subsequent transitions to follow…
