Transition Process

TSRS defines transition of children with special needs to the mainstream rolls as a process which gradual prepares the children for completely independent social and academic functioning in an inclusive set-up by slowly reducing the SEN support. Being in transition period doesn't mean that the child has actually moved to the mainstream rolls; it is only after successfully completing two years period with 'Gradually Receding SEN support to No SEN Support' at all that the child finally moves onto the mainstream rolls.During the period of transition if the child is not found to be performing up to the expectations of mainstream teachers in any subject, SEN support is immediately provided and child's progress is closely watched.Since the child is gradually moving to the mainstream rolls under the care of and support from the SEN department, the fee structure remain unchanged and the family continues to pay for SEN services for the next two years until transition process completes and child entirely moves to the mainstream rolls.

Transition Process

Transition process follows through three main stages: Preparatory Stage, First Year and Second Year

1. Preparatory Stage: is primarily meant for observing child's academic behaviour (academic progress and work habits) for the whole year. Main steps are as follows: April to September, child works under special educator in the mainstream In September (first term reporting), special educator writes child's report and if she feels satisfied with child's performance she starts observing the child and fills the observation record sheet From September to December while the special educator observes the child, she neither plans for the child nor writes any review and the child works in the mainstream without any adaptation or modification in the curriculum From January to March, special educator and mainstream teacher/s both record their observations in the observation recording sheet For the second term, both special educator and mainstream teacher together write child's report On the open day, special educator and mainstream teacher informs the parents about the child's progress and their decision to gradually reduce the SEN support in one or two subjects and a letter regarding this change is issued to the parents which opens two years transition period for the child.

First Year in Transition

From April to August, special educator works as a resource teacher to those mainstream subject teacher in whose subject SEN support has been weaned off Special educator takes monthly feedback of child's performance form the mainstream teacher and a record of the same is maintained In September, mainstream teacher writes child's report for that particular subject/s and special educator reads the report and gives her input Both the teachers (mainstream and special educator) sit for all PTMs and give share their feedback with the parents. Reports to be filed regularly in child's file Special educator closely works on work habits and other social skills of the child while directly working on other subjects for which child is still receiving SEN support and gradually prepares the child for independent functioning in those subjects  If she is satisfied with child's performance in subjects taught with SEN support, she starts sharing her observations and feedback to the mainstream subject teacher and both closely watch the performance of the child 

Second Year in Transition

From April to August, special educator now not only watches child's performance for those subjects for which SEN support has been weaned off but she starts recording child's performance in subjects with SEN support as well and share her record with the mainstream subject teachers as well and at this stage she starts giving strategies to the mainstream teachers for teaching the child Child's performance is reported to the ACCOR, HOS and Head of SENCO In September, if special educator and mainstream subject teacher/s are satisfied with child's performance, they write a joint report for subjects SEN support to be weaned off while for already weaned off subjects only the mainstream teacher/s write child's report Child's performance is shared with the parents on the Open Day and a letter informing them about weaning off SEN support for the other subjects is also issued  From the first term reporting to the second term reporting (November-February), special educator keeps a close watch on child's performance across all the subjects and activities including work habits. If the special educator and mainstream teachers feel absolutely satisfied with the child's performance, they meet the ACCOR, HOS and Head of SENCO and a joint decision is taking to move the child completely onto the mainstream rolls.

Child on Mainstream Rolls

Depending upon the cumulative progress across subjects, activities and work habits during the transition period, the SENCO puts the child in a SEN section wherein the child is taught under the guidance of the mainstream teachers for all subjects During this time, if the child needs some SEN support, immediate help is provided to the child by the special educator but no extra fee is charged for the service/s. However, the change is reported to the parents, ACCOR and HOS by the mainstream teachers and record of the same is maintained by them.