Sequenced Transition to education in the Public Schools: A Systems Approach to Transition Planning

The passage of P.L. 99-457 and subsequent reauthorization (P.L. 102-119) resulted in significant changes in education and related services for young children with disabilities and their families. As a result of P.L. 99-457, transition of children and families from infant/toddler programs to preschool programs has become an area of primary concern for persons working with young children and their families. Facilitating smooth transitions depends on interagency collaboration at both state and local levels, as well as preparation of children, families, and staff. This article describes a model project for facilitating interagency collaboration at both state and local levels. Project Sequenced Transition to education in the Public Schools (STEPS) was funded initially as a demonstration project and more recently as a national outreach project through the Early education Program for Children with Disabilities. Four primary components of Project STEPS are (a) interagency and administrative issues, (b) staff involvement in the transition process, (c) family involvement in the transition process, and (d) child preparation for the next environment. Project STEPS incorporates a model for team training related to each of these four components, as well as overall transition system development.