Producing a Support System for the Transition of Children With Developmental Disabilities to School: Roles and Tasks of a Coordinator at a Special School

Abstract

In the present study, a coordinator at a school for children with special needs intervened in the local community by providing consultation about producing a support system for children who were in transition to the school. This practice created necessary conditions for the children's successful transfer, taking optimization of existing resources into consideration by arranging tools, holding meetings for supporting the transition, facilitating shared understanding of plans for educational support, and providing training to develop the skills of relevant people. People in contact with the children shared the view that the children's behavior changed over time. The coordinator at the special school had discussions with key persons about setting specific goals, and bonded with local organizations and relevant people. This practice influenced the local arrangement of support systems for the children's transition to the school. Future studies should specify knowledge and skills that coordinators need in order to be involved locally.