It is important to choose a workable team from the range of options above, taking into consideration that a large team is useful in the data gathering stage.
A wide variety of team members who are able to observe or work with the student in a variety of environments, situations or interactions may provide rich data. A smaller team is useful in the transition planning stage.
A representative from each sub team is necessary to develop individual transition goals ensuring that the individual needs of the student are identified, recorded and an appropriate plan of action is developed.
Once the transition team has been agreed upon, contact details may be entered into the
Transition booklet: My journey to Prep. This can be updated as required. The booklet also provides templates that may be useful to support effective and efficient communication between transition team members during the transition process.
The family team
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- Child
- Parent/s
- Carer/s
- Parent/caregiver advocates and support persons (e.g. interpreters, friends, case workers, regional support agencies and other community supports)
- Social workers
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| The sending team: Early Childhood Education and Care (ECEC) Setting/s |
- ECEC educators
- ECEC special education staff
- Inclusion support agency staff
- Advisory visiting teachers
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| The receiving school team |
- School administrator (principal, deputy principal, head of curriculum)
- Prep teacher
- Guidance officer
- Inclusion support teacher
- Special educator
- Teacher aides or school officers
- Advisory visiting teacher
- Head of special education services (HOSES)
- School chaplain
- School support staff (e.g. therapists)
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| The allied health team |
- Speech-language pathologist
- Occupational therapist
- Psychologist
- Physiotherapist
- Child psychiatrist
- Paediatrician or general practitioner
- Family and early childhood services (FECS) staff
- Child development clinic staff
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