This website guidance sets out agreed expectations of all partners on how to support transitions for children and young people with Disabled Complex Needs \/ Additional Support Needs (ASN), and should be read in conjunction with stage specific transition guidance which for staff can be found (Insert glow link)<\/p>\n\n\n\n
The Council adopts a rights-based approach<\/strong>, grounded in the United Nations Convention on the Rights of the Child (UNCRC, updated March 2022)<\/em>. This means every child has the right to be heard, respected, and supported<\/strong> throughout their transition journey.<\/p>\n\n\n\n To ensure transitions are meaningful and supportive, planning should be guided by the following themes:<\/p>\n\n\n\n Individual Education Planning, Childs Planning and Coordinated Support Planning processes will consider whether a transition plan is required.<\/p>\n\n\n\n Research (Dunlop & Fabian, 2007) highlights that children often experience a \u201cdip\u201d in cognitive and emotional development<\/strong> during transitions. These dips are linked to changes in:<\/p>\n\n\n\n By addressing these areas proactively, educators can minimise disruption<\/strong> and enhance children, young people and family resilience and readiness<\/strong> for change.<\/p>\n\n\n\n Introduction to Transitions Transitions are a key policy priority in Scottish education, embedded throughout Curriculum for Excellence (CfE). Dumfries and Galloway Council recognise that positive transitions are essential for children\u2019s personal, social, and emotional well-being, as well as their cognitive development and academic success. This website guidance sets out agreed expectations of all partners on how to support transitions for children and young people with Disabled Complex Needs \/ Additional<\/p>\n\n
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<\/figure>\n<\/div><\/div>\n<\/div>\n\n\n\nPrinciples for Planning Transitions<\/h3>\n\n\n\n
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Transitions should build on what children already know and can do. Avoid \u201cfresh start\u201d approaches that ignore prior learning. Instead, ensure a planned progression<\/strong> that supports confidence and continuity.<\/li>\n\n\n\n
Parents and carers play a vital role<\/strong> in supporting transitions. They should be actively involved<\/strong> as partners, with their insights and concerns valued throughout the process.<\/li>\n\n\n\n
Children must be given opportunities to express their views<\/strong> and preferences.\n\n
All decisions and actions must prioritise the well-being and development<\/strong> of the child, considering their individual needs, abilities, and circumstances<\/strong>.<\/li>\n\n\n\n
Transitions must be fair and accessible<\/strong> to all children, regardless of level of additional support need, gender, race, disability or socio-economic background. Discrimination must be actively challenged.<\/li>\n\n\n\n
Children with disabilities or those facing complex life transitions require tailored support<\/strong> and reasonable adjustments<\/strong> to ensure full participation and dignity.<\/li>\n\n\n\n
Staff must be well-prepared, empathetic, and knowledgeable<\/strong>, creating a sense of trust and security<\/strong> for children and families. Transitions should be gradual and supported<\/strong>, not abrupt or overwhelming and involve all partners in the planning<\/li>\n<\/ol>\n\n\n\nWhy This Matters<\/h3>\n\n\n\n
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Practical Implications for Practitioners<\/h3>\n\n\n\n
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