Transitions in a Kindergarten Classroom
One might think that when we talk about transitions in the school setting, we are talking about going from one place to another. For example, the class going to the lunchroom for lunch or to the playground for recess. These might very well be transitions, however, when we are talking about transitions in an inclusion classroom, we are actually talking about transitioning from one activity to the next.
Some students with exceptionalities have a hard time transitioning from one task to another. Most times, the child cannot just stop what he or she is doing and go to the next task especially if he or she is not finished with that task. When you push the student to transition before they are ready to transition, you may see a meltdown or invoke feelings of anxiety.
What can we do to help these students transition better with ease? There are accommodations we can put in use to help students with exceptionalities with transitions in the classroom. These accommodations are also able to be included on the student’s IEP.
Transition strategies:
Visual schedule: These visuals are placed either on the student’s desk or placed in an area of the classroom that the student can see easily. This schedule will help ease with anxiety of not knowing what is coming next. It allows the student to know ahead of time what the next activity is and gives them time to process it.
Timer: A timer may be utilized to help a student transition from one task to another. It can also help the student to stay focused on the given task and make it easier to transition to the next activity. Use the timer to help remind the student that they have five minutes left.
Routine or consistency: Having a structured classroom with a specific routine and schedule that is followed every day will help with transitioning. The student will learn and be able to follow the schedule with ease over time. It’s the unexpected that often causes the meltdowns and anxiety.
Extra time: If the student does not finish the task, let them know they have extra time. Give them reminders that they have 5 minutes left, 4 minutes left, etc. This allows the child not to be surprised or feel rushed when it is time to transition. Some students benefit from a countdown style transition when removing an item or activity such as a center material like an iPad. The teacher can say, “Okay, Student name; 3, 2, 1.” And then remove the item or task.
Along with developing predictable and consistent transition routines, teachers may also need to consider adjusting the activities that individuals are transitioning to and from if transition difficulty continues.
With these strategies, individuals can easily move from one activity or location to another, increase their independence and more successfully participate in activities in the classroom.
Just keep in mind that some of these strategies (like counting down minute by minute) may increase anxiety in a child, and it is important to ensure that each child’s needs are met individually with the support of the parent and IEP team.
For additional information and resources, click here and here.
If you have specific questions in regards to transitions, please feel free to contact Leslie at leslie@collaborativecorner.org
Leslie Haynes, B.Ed
Inclusion Teacher, Parent Advocate, and Special Olympics Coach
leslie@collaborativecorner.org