Transitioning from kindergarten to primary school is often difficult for children with additional needs. Adapting to a new environment and culture of learning is required. We present our model of support, Transition Bridges, for both transitioning children and their teachers. Through this one-month school-based programme, our early interventionist team partnered with teachers to observe newly enrolled-Primary-One children with additional needs. We modelled support strategies by working with these children, and then taught in tandem with teachers, among other activities. Our experience shows that collaborating across agencies/settings contributes towards children’s successful transition.
