How well do transitions ensure the continuing wellbeing, learning, and development of children with moderate to severe special needs?
Knowing the child’s strengths and needs
- What foundation information is available to parents/whānau about how the service includes children with special needs?
- What does the service do to let parents/whānau know that children with special needs are welcome?
- How did the service find out about the child’s special needs? Eg parents/whānau; other professionals; notice, recognise, and respond
- How is support sought and is it available? Knowledge, funding, Special Education, specialist help
- How does the service work with parents, other agencies and educational institutions at key transition points?
- In what ways are parents involved in transitions? In, within, and out.
- How are whānau of Māori children involved in transitions, how are cultural protocols observed?
- In what ways are key professionals involved in and consulted about transitions?
- How are schools and other educational institutions involved in transitions? Who is involved?
Relationships with the child
- In what ways do educators, and other parents and children at the service get to know and understand the child?
- What does the service know about the other agencies that are involved with the child and their whānau?
- Is the social environment inclusive and welcoming? In what ways?
- Is the physical environment inclusive and welcoming? In what ways?
- Does self review of transitions investigate outcomes for the child and their whānau? Who is involved?