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**Transition Planning in Elementary Schools**

**I. Introduction to Transition planning in Elementary Schools** Transition planning is the process by which individuals with disabilities, their support systems and the professionals who advocate for them coordinate academic achievement and functional gains in order to facilitate a successful transition from one school to another or from school to independent living. This process is results-oriented which aims to adequately prepare the individual for their transition through goal setting and training. In addition, transition planning should be a student-centered process which focuses on the individual preferences of the student along with their strengths and weaknesses. The earlier this process and planning begins, the more likely the individual with a disability is to have a successful transition. However, transition planning at the elementary level is minimal. If transition planning was implemented which aimed to increase self-advocacy and self-determination skills in elementary students, this would lay the groundwork for successful transition planning at a later age. Furthermore, if elementary school children begin to consider possible career paths at an earlier age, they will be more likely to choose an appropriate career when the time comes to do so. Self-advocacy is Self-advocacy includes realization of strengths and weaknesses, the ability to formulate personal goals, being assertive, and making decisions (Martin, Huber-Marshall & Maxson, 1993). Self-advocacy is an essential element of successful transition planning. In order to implement a student-centered approach with the students’ involvement the individual with a disability but be able to accurately identify his or her strengths and limitations while also being able to identify what his or her preferences or goals are. Once the individual can accurately complete this task, the professionals and support group of the individual can begin to work with him or her to implement goals and training which meet his or her individual needs. However, before the transition process can truly begin, the individual with a disability must gain these self-advocacy skills. Self-advocacy also entails being able to make his or her own decisions. Decision making is an important skill for success in the transition planning process and beyond in independent living. The individual should also be able to stand up for him or herself and take charge of planning and goal setting as this is a student-centered process. In elementary schools, there is not emphasis on forming these self-advocacy skills. Students are often absent from IEP meetings and the school mainly communicates with the parent in order to measure progress and set goals. Self-determination is determination by oneself or itself, without outside influence and freedom to live as one chooses, or to act or decide without consulting another or others according to dictionary.com. Self-determination is critical for a successful transition that is driven by the student’s involvement and personal goals. It is also important to develop this skill at an early age so that the individual learns to play an integral role in their education and personal development. Transitions over the course of the individual’s life are more likely to be successful if he or she is motivated to make decisions and achievements independently.

**II. Historical Perspectives on Transition Planning in Elementary Schools** According to IDEA 2004 the transition planning form of the Connecticut state Individualized Education Plan is not required until a student is 16 years or older. Therefore, extensive transition planning typically does not occur at the elementary school level. A historical perspective on transition planning at the elementary school age has yet to be written. However, while transition planning is //required// by the age of 16, many states are beginning to implement transition planning earlier and creating guidelines for early planning.

**How Early Transition Planning Start?**

**State by State Differences** According to the York Region School District in OHIO, transition planning begins in Grade 7. The multi-step process begins by identifying students who require in-depth transition planning. Elementary school staff is responsible for this step. Next, the transition/program placement is discussed with the family and student. Subsequently, program options are discussed with parents or parents are referred to contacts that can provide information about programs. Lastly, proactive planning for high needs 7th graders takes place. This process aims to lay the groundwork for goal setting and future transition planning at high school level. The Colorado Department of Education suggests that transition planning should start in 8th grade. However, the state requires transition to begin at age 14. The transition process at this age includes assembling a transition team, beginning self-advocacy training and delivering transition information and materials to student and parents. The transition team should also clarify the IEP and transition processes for the student and parents at this time. According to the Massachusetts Department of Elementary and Secondary Education, then transition planning process should begin at the elementary level. At that time, students should explore their personal interests in order to prepare them for choosing a career later in the transition process at the high school level. However, documented transition planning does not occur until age 14. Public Schools of North Carolina outline extensive transition goals at the elementary level. The board of education website not only contains guideline goals for the transition from elementary to middle school transition but also goals for pre-school kids transitioning to elementary school. Guideline goals for the transition from elementary school to middle school include: “Goal 1: Build collaboration among elementary and middle grade schools.” “Goal 2: Develop programs on drug awareness, health issues and interpersonal relationship skills appropriate for adolescents.” “Goal 3: Provide a developmentally appropriate environment to promote student transition and success.” “Goal 4: Promote programs that ensure student success in school.” (Public Schools of North Carolina, pg 31) <span style="font-family: 'Times New Roman',Times,serif;">North Carolina guidelines show progress in the development of elementary school transition planning because specific and early guidelines are outlined. However, the transition goals are broad and focus on what the school staff can do to facilitate a smooth and successful transition. Planning needs to move to a more student-centered focus where individual goals are crafted at the elementary level.

<span style="font-family: 'Times New Roman',Times,serif;">**Early Transition Planning in Different Disabilities**

<span style="font-family: 'Times New Roman',Times,serif;">**Autism Spectrum Disorders** <span style="font-family: 'Times New Roman',Times,serif;">Early transition planning is important for all individuals with disabilities. However, in certain types of disabilities transition planning has begun to start implementing transition planning earlier than in others. Children who are on the Autism spectrum need early transition planning due to the fact that these children frequently become anxious and frightened when they encounter change (www.autismnetwork.org). Therefore, individuals who work with this population have begun to implement early planning to make transitions smoother. <span style="font-family: 'Times New Roman',Times,serif;">Suggested goals for the transition from elementary to middle school include: <span style="font-family: 'Times New Roman',Times,serif;">“The student is successfully placed without a disruption in services. <span style="font-family: 'Times New Roman',Times,serif;">The receiving staff are prepared for the student with ASD and have received appropriate training. <span style="font-family: 'Times New Roman',Times,serif;">The student is an active participant in the transition process. <span style="font-family: 'Times New Roman',Times,serif;">Parents are active participants in the transition process.” <span style="font-family: 'Times New Roman',Times,serif;">([])

<span style="font-family: 'Times New Roman',Times,serif;">**Intellectual Disabilities** <span style="font-family: 'Times New Roman',Times,serif;">Although it is not mandated by IDEA, transition planning also begins early for students with intellectual disabilities. According to //Transition Planning for Young Adults with Intellectual Disabilities: A Resource Guide for Families, Teachers and Counselor,// the planning process should begin in elementary school (Missal, 1992). This process consists of setting realistic and simple goals that are implemented by family members and educators. Goals include giving the child responsibilities around the house and following through on their completion, emphasizing physical fitness, making sure the IEP addresses awareness of future employment and pointing out workers to the child whenever in the community to create awareness of employment (Missal, 1992).

<span style="font-family: 'Times New Roman',Times,serif;">**What’s missing from this picture?** <span style="font-family: 'Times New Roman',Times,serif;">Documented transition planning is currently required by age 16 according to IDEA 2004. Many states and agencies are realizing that early transition planning is important. Therefore, organizations are writing guidelines for this early focus on transition. However, one major piece of this puzzle is still missing. The majority of current transition guidelines focus on the parents and educators implementing goals and services. While it is essential that the parents and school faculty work together to facilitate successful transition, the element that is lacking is teaching self-advocacy and self-determination. If students are taught these skills at an early age they will be able to monitor their progress on their own and begin playing an active role in their education independently. These skills need to be learned early so that the individual with the disability does not become reliant on others for motivation and advocacy. Therefore, a major focus of transition planning in elementary schools should be teaching self-advocacy and self-determination skills.

<span style="font-family: 'Times New Roman',Times,serif;">**III. Teaching Self-Advocacy and Self-Determination in Elementary Schools** <span style="font-family: 'Times New Roman',Times,serif;">In order to teach self-advocacy and self-determination effectively students with disabilities need to be taught to self-monitor their effort levels and ability to complete tasks independently. A weekly survey such as the one outline below would allow the student to evaluate themselves at the end of every week. In filling out the survey, he or she will become aware of how much or how little he or she does independently. In addition, he or she will become mindful of the fact that his or her opinions are meaningful and important. Therefore, the student will begin to develop the self confidence that is required to advocate for oneself. As the school year progresses, the student will become more aware of the items within the log and hopefully will report more instances of the targets every week. Moreover, the targets that are outlined are would be effective objectives are can be measured by the teacher or service provider. Then, the student’s self-report can be measured against the teacher’s evaluation to ensure reliability and progress.

<span style="font-family: 'Times New Roman',Times,serif; margin: 0in 0in 10pt;">**Teaching Career Awareness** <span style="font-family: 'Times New Roman',Times,serif; margin: 0in 0in 10pt;">The discussion concerning careers and job awareness should also begin in elementary school. At this time, parents and educators should engage individuals with disabilities in conversations which allow the student to begin think about his or her preferences and interests. Educators and parents should also discuss the fact that different careers require different skills. Then, students can begin to think about what skills they may want to develop or take interest in. The tools below can be implemented and discussed by teachers or parents. The aim of these tools is to begin the discussion about career awareness and lay the groundwork for future employment. <span style="font-family: 'Times New Roman',Times,serif; margin: 0in 0in 10pt;">**IV. Why We Cannot Teach Self-Advocacy and Self-Determination in Elementary Schools** <span style="font-family: 'Times New Roman',Times,serif; margin: 0in 0in 10pt;">Self-advocacy, self-determination and the successful instruction of the aforementioned concepts require metacognitive skills. According to Nevill (2008), “metacognitive knowledge is defined as knowledge or beliefs that contribute to the product of a cognitive activity”(pg4). In addition, metacognitive skills develop as a result of awareness of one’s own cognition (Nevill, 2008). Metacognitive skills include self-monitoring, self-evaluation and the selection of strategy internal strategy use (Nevill, 2008). In order for a student to be self-determined, he or she must have developed metacognitive skills in order to regulate one’s own internal motivation. Furthermore, self-evaluating and motiving one’s own self-advocacy is also highly metacognitive. There is conflicting research concerning the presence of metacognitive skills in the elementary student population. The majority of current research concludes that metacognitive skills are developed throughout the lifetime (Kolić-Vehovec, S., Bajšanski, I., Zubković, B., & Rončević, 2010). In addition, there may be gender differences in metacognitive abilities (Kolić-Vehovec et al., 2010). Currently, it is not clear that students at the elementary level have the metacognitive skills to learn self-advocacy and self-determination successfully. <span style="font-family: 'Times New Roman',Times,serif; margin: 0in 0in 10pt;">There is current research which has evaluated the presence of self-advocacy skills in young children. Results have been mixed. However, some research concludes that young children at the elementary school level have not developed these highly complex meta-cognitive skills. Nevill (2008) evaluated the presence of self-regulated learning in reading in elementary school children. Nevill (2008) defines self-regulation as “Self-regulation can be defined as self-generated thoughts, feelings, and actions for attaining academic goals” (2). This is a highly metacognitive skills which relies on self-monitoring and internal motivation. The researchers found that students who were poor readers were more likely to lack evidence of self-regulation (Nevill, 2008). Furthermore, when all students were taught self-regulation strategies, the strategies were more likely to improve the performance of the academic performance of the good readers than the poor readers (Nevill, 2008). Therefore, if students with disabilities perform below average academically, this study does not support that they are able to utilize metacognitive skills. <span style="font-family: 'Times New Roman',Times,serif; margin: 0in 0in 10pt;"> <span style="font-family: 'Times New Roman',Times,serif; margin: 0in 0in 10pt;">Metacogitive abilities have also been evaluated in different age and gener groups. Kolić-Vehovec et al. (2010) designed a study which assessed the presence of metacognitive skills in children from ages 9-17. Furthermore, the researchers compared relative gender differences in metacognitive development. Kolić-Vehovec et al. (2010) hypothesized that metacognitive development is a gradual process which occurs over the life span. The researchers found that the elementary school children were less likely to display evidence of metacognitive abilities. Therefore, elementary school children with disabilities may not have the cognitive capacity to use self-monitoring and metacognitive skills in order to develop self-advocacy and self-determination. In addition, Kolić-Vehovec et al. (2010) also found that boys were less likely to display metacognitive skills than girls. Furthermore, the researchers concluded that due to age differences across genders, males develop metacognitive skills later than females (Kolić-Vehovec et al., 2010). Nevill (2008) found similar findings which showed that girls had more evidence of self-regulation and self-monitoring than boys. <span style="font-family: 'Times New Roman',Times,serif; margin: 0in 0in 10pt;">There is a large research base to support that the presence of metacognitive skills and strategies is predictive of high academic performance (Nevill, 2008). Therefore, many research studies have attempted to teach a metacognitive strategy to improve academic performance. Fu-yun & Yu-Shin (2008) taught elementary students a concept-mapping metacognitive strategy in order improve science academic performance. However, the results showed that while the students improved in their ability to use the strategy, it was not effective in terms of improving academic performance (Fu-yun & Yu-Shin, 2008). Sungur & Senler (2009) also designed a study which aimed to evaluate whether or not teaching metacognitive strategies improved reading performance. However, the researchers found that teachers do not have the training to teach such highly complex strategies and have difficulty modeling thinking processes. Therefore, Sungur & Senler (2009) concluded that the strategy was not effective in improving reading performance.

<span style="font-family: 'Times New Roman',Times,serif; margin: 0in 0in 10pt;">**V. Future Research on Transition Planning in Elementary Schools** <span style="font-family: 'Times New Roman',Times,serif; margin: 0in 0in 10pt;">There are many areas of future research that need to be explored. First, more extensive research on metacognition in students with disabilities is required. If we can better understand what children are capable of we can know how to tailor self-advocacy and self-determination planning in order to be as effective as possible. In addition, research is needed to ascertain the best metacognitive strategies that will allow students with disabilities to internalize self-advocacy and self-determination so that they can self-monitor their own skills. <span style="font-family: 'Times New Roman',Times,serif; margin: 0in 0in 10pt;">A real life research base is also necessary for the topic of transition planning in elementary schools. Educators need to begin to self-advocacy and self-determination training in elementary schools in order to determine if these strategies foster a more effective transition later in life. I predict that if these skills are implemented early, students with disabilities will have a smoother transition into middle school and I into independent living. Moreover, students will be able to make the most of their student careers with these skills under their belts. Real life outcomes will be indisputable evidence that we need to begin transition planning at the elementary school level.

<span style="font-family: 'Times New Roman',Times,serif; margin: 0in 0in 10pt;">**VI. What Does This Mean for Teachers?** <span style="font-family: 'Times New Roman',Times,serif; margin: 0in 0in 10pt;">Implementing transition planning in elementary schools will affect elementary school teachers. In order for self-advocacy and self-determination training to be effective, teachers will need to play an integral role in the process. Teachers should monitor the child’s progress and take data on any time they show independent use of self-advocacy and self-determination skills. If the teacher is implementing a weekly self-advocacy and self-determination log like the one outlined above, it will be useful for the teacher to also rate the child according to the log. That way, at the end of the week the teacher can go over a comparison of the two logs with the child in order to foster more accurate self-ratings over time. The teacher will also be responsible for creating opportunities for the child to display these skills and rewarding the child for his or her success.

<span style="font-family: 'Times New Roman',Times,serif; margin: 0in 0in 10pt;">**VII. Additional Resources** <span style="font-family: 'Times New Roman',Times,serif; margin: 0in 0in 0pt;">Missal, C. (1992). Transition planning for young adults with intellectual disabilities: A resource guide for families teachers and counselors. //Alberta Education Response Center//, 1-12. Retrieved from: [].

<span style="font-family: 'Times New Roman',Times,serif; margin: 0in 0in 10pt;">The Interactive Collaborative Autism Network (ICAN) is a great online resource for individuals with autism, their families and educators. The site contains online modules one of which outlines detailed guidelines for the transition from elementary school to middle school. Retrieved from: []. <span style="font-family: 'Times New Roman',Times,serif; margin: 0in 0in 10pt;">Transition Planning Resource Guide for Students with Learning Disabilities. Retrieved from: []. <span style="font-family: 'Times New Roman',Times,serif; margin: 0in 0in 10pt;">The Transition Planning Process. Retrieved from: [|www.doe.mass.edu/sped/cspd/transition.pps]. <span style="font-family: 'Times New Roman',Times,serif; margin: 0in 0in 10pt;">Vocational Assessment for Transition Planning: Guidelines for Educators. Retrieved from: []. <span style="font-family: 'Times New Roman',Times,serif; margin: 0in 0in 10pt;">The Self-advocacy Toolbox; Retrieved from: []. <span style="font-family: 'Times New Roman',Times,serif; margin: 0in 0in 10pt;">The Center for Self-determination. Retrieved from: [].

<span style="font-family: 'Times New Roman',Times,serif; margin: 0in 0in 10pt;">**VIII. References (these should include author, date, and source)** <span style="font-family: 'Times New Roman',Times,serif; margin: 0in 0in 10pt;">Fu-Yun, Y., Yu-Shin, C. (2008). The effects of concept-mapping learning strategy and spatial ability on elementary students' cognitive and metacognitive strategies and science academic performance. //Jiao yu xin li xue bao//, 29, 83. <span style="font-family: 'Times New Roman',Times,serif; margin: 0in 0in 10pt;">Kolić-Vehovec, S., Bajšanski, I., Zubković, B., Rončević. (2010). Metacognition and reading comprehension: Age and gender differences. //Trends and Prospects in Metacognition Research//, 4419-6545-9, 327. <span style="font-family: 'Times New Roman',Times,serif; margin: 0in 0in 10pt;">Martin, J., Huber-Marshall, L., & Maxson, L. (1993). Transition policy: Infusing self-determination and self-advocacy into transition programs. Career Development for Exceptional Individuals. 16(1), 53-61. <span style="font-family: 'Times New Roman',Times,serif; margin: 0in 0in 10pt;">Massachusetts Department of Elementary and Secondary Education (2008). Retrieved from: [|www.doe.mass.edu/sped/links/transition.html]. <span style="font-family: 'Times New Roman',Times,serif; margin: 0in 0in 10pt;">McAlonan, (1989). Colorado Department of Education, Special Education Services Unit. Retrieved from: []. <span style="font-family: 'Times New Roman',Times,serif; margin: 0in 0in 10pt;">Nevill, M. A. (2008). The impact of reading self-efficacy and the regulation of cognition on the reading achievement of an intermediate elementary sample. Dissertation abstracts international, 69, 0419-4209. <span style="font-family: 'Times New Roman',Times,serif; margin: 0in 0in 10pt;">Perkins, P. G., Gelfer, I. J. (1995). Elementary to Middle School: Planning for Transition. //The Clearing House//, 68:3, 171-173. <span style="font-family: 'Times New Roman',Times,serif; margin: 0in 0in 10pt;">Greggs, T., Adger, S. M., Bissette, T. W., Bullock, A., Davis, S., Garland, D., Pone, B., Carr, A., Shockley, P. Public Schools of North Carolina. Retrieved from: []. <span style="font-family: 'Times New Roman',Times,serif; margin: 0in 0in 10pt;">Sungur, S., Senler, B. (2009). An analysis of Turkish high school students’ metacognition and Motivation. Educational Research and Evaluation, 15, 45–62. <span style="font-family: 'Times New Roman',Times,serif; margin: 0in 0in 10pt;">The Interactive Collaborative Autism Network. (2010). Transition: elementary to middle school. Retrieved from: []. <span style="font-family: 'Times New Roman',Times,serif; margin: 0in 0in 10pt;">York Region School District. Transition Planning Guide. (2009). Retrieved from: [].