SEQUENCE 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. 102-11 9) resulted in significant changes in education and related services f or 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 f or persons working with young children and their families. Facilitatin g smooth transitions depends on interagency collaboration at both stat e and local levels, as well as preparation of children, families, and staff. This article describes a model project for facilitating interag ency collaboration at both state and local levels. Project Sequenced T ransition to Education in the Public Schools (STEPS) was funded initia lly as a demonstration project and more recently as a national outreac h project through the Early Education Program for Children with Disabi lities. Four primary components of Project STEPS are (a) interagency a nd administrative issues, (b) staff involvement in the transition proc ess, (c) family involvement in the transition process, and (d) child p reparation for the next environment. Project STEPS incorporates a mode l for team training related to each of these four components, as well as overall transition system development.