ECE 103: External Transition – Suspension & Expulsion – Prevention, Intervention, and Evidence-Based Practices (1 hour)

Course Overview

  • Course will take approximately 1 (one) hour to complete
  • Upon successful completion participants will be awarded 1 early care and education clock hour
  • Audience: Early Care and Education Professionals

Course Description

External transition is described as the temporary or permanent relocation of a child from one child care setting to another. External transitions may be voluntary, such as when a parent chooses to move a child to a different program because of a change of residence. These transitions may be involuntary when a child is removed from a child care setting as a result of suspension, expulsion, or the child being removed from a program because of intervention from an agency.

This third part of the three part course will explore the potential impact external transition may have on the family and on child care centers. This module uses examples and ideas to explain how to work with children showing challenging behavior.

External transition is described as the temporary or permanent relocation of a child from one child care setting to another. External transitions may be voluntary, such as when a parent chooses to move a child to a different program because of a change of residence. These transitions may be involuntary when a child is removed from a child care setting as a result of suspension, expulsion, or the child being removed from a program because of intervention from an agency.

Course Creator

Corlia Logsdon

Corlia Logsdon

Corlia Logsdon is a veteran education professional. She has been a champion of individuals with disabilities in educational settings, as both a school psychologist and a special education director. Corlia has had experience as a state and school district level administrator working with federal and state regulatory monitoring, compliance, and investigations, technical assistance, and professional development in K-12 and postsecondary settings. She is currently completing her doctorate in Education Leadership with a concentration in Counselor Education and Supervision through Eastern Kentucky University. She holds Education Specialist and Master of Science degrees in Educational and Counseling Psychology, majoring in School Psychology from the University of Kentucky as well as a Bachelor of Arts in English & Communications also from the University of Kentucky.

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Training Outcomes:

  • In Parts 1 & 2 of this series, we explored the potential negative impact of external transitions on children and child care centers.
  • We learned that much of the research validates the importance of meaningful relationships and continuity of care for children in child care settings.
  • The final module of this series will explore the potential impact external transition may have on the family and on child care centers.

Most information included in this module is based on anecdotal information.

  • Little formal research is available to show the impact of external transition on families and centers.
  • Identification of families and centers experiencing external transitions is challenging.
  • Establishing communication with these families and centers around external transition is challenging.

Regardless of who initiates an external transition, both families and centers may be impacted by this change.