Education psychologists have a particular interest in transition, as transitions are a fundamental aspect of life. We learn to manage transitions of an advanced age, and for most children, it is a natural process that is rooted in the development of safer bonds. But we cannot take this for granted to all children. We know that some transitions can be more difficult for some children and adolescents. This could be the case if they have experienced disruptions in their relationships and changes or transitions that have not gone well. Such children and adolescents, with adults in their lives, benefit from carefully planned transitions. The Transitional Partnership Agreement (EPA) aims to support transitional planning for children and youth who may be at risk during transition. B for example, an early graduation, a class change, a change of school, a transition from school to university. The process is therefore aimed at parents and caregivers, children and young people (if any), staff in kindergartens, schools and higher education institutions, as well as professionals working with the child or young people.
There are currently four documents, a form and guide for preschoolers, as well as a form and guide for school-aged children and adolescents. A review document is being prepared. Although PPI has been used for a number of purposes, including helping to plan children and youth with special educational needs, it has always played a key role in the action plan for a successful transition. The change of IAP`s title to the Transitional Partnership Agreement means that there will be a clear focus on planning transitional measures. TPA intends to support the transition for children and youth who may be at risk during their transition to kindergarten, school, university or a New Year group. In this section of our website, you will find a wide variety of information about the psychology of transitions. There is also information and documents on the use of the Transitional Partnership Agreement in support of the transition. . Return to school after COVID-19: advice to parents The Transitional Partnership Agreement (EPA) replaces the Inclusion Partnership Agreement (PPI).
The PPI was developed more than 10 years ago and, with an increasing emphasis on people-centred approaches, has been revised, extensively revised and renamed. Parents participated in the audit, including representatives from the Hampshire Parent Carer Network, SENCos and Area Inclusion Coordinators (Area InCos), home school staff, specialist teacher counsellors and education psychologists. Guidelines to promote good practices in the transition from primary to secondary education.