Our transition program focuses on meeting the individual needs of each child. Our team of Developmental Therapists focuses on building a strong relationship with each child to help support their ability to enhance the child's strengths, while challenging them to meet their goals. Within this program, students will enhance their capacity for self-regulation, relating and engaging with others, communication, ideation, as well as gross motor skills, fine motor skills, and foundation academic skills.
Students in the transition program receive 1:1 instruction and have an individual program plan based on their Functional Emotional Developmental Capacities (FEDCs). Throughout their day, students will work towards communication, social, play, and academic goals that are appropriate for their development. Students will also integrate into group programs and participate in the classroom routine with the support of a Developmental Therapist.
Intro to The Transition Program
Using the DIR®/Floortime Model to set goals for our students, we have children interacting with their environment rather than simply experiencing the world from a desk. Students will receive a complete education to encompass their social, emotional, physical, and academic needs. Every student’s program has been developed for them and not simply formed from a single curriculum or assessment. We encourage parent involvement in the development of their child’s education plan.
Our multi-disciplinary team works together to set goals that foster real learning, rather than rote recall or memorized answers. If a child is really thinking, then they are really learning, and this is always our first priority.
Students enrolled in the Transition Program have regular use of our gymnasium, outdoor play areas, art & music room, 1:1 and group classrooms, as well as our sensory gym!
Oakwood believes that parent involvement is critical to the success of students. In the Transition Program, families will receive regular parent coaching sessions which aim to support parents in their interactions with their children, as well as their child’s progress outside of the school setting.