The first day of school is never easy for anyone. Not for our little one, not for us. They are about to experience a new world , new experiences, they will meet new characters, other ways of seeing and conceiving the world. It is for a child without disabilities and with communication and anticipation resources, so it will be even more difficult for our children with special educational needs.

This can cause a multitude of problems, which, as parents, we must be ready to know and face and how we can help with the process to make all those involved coordinate and encourage the most dynamic and smooth adaptation possible.

1. EARLY SCHOOLING: It is from the age of 3 that our child will enter the educational system . Although this first stage is not mandatory, practically all children between 3 and 5 years old are enrolled in school. Furthermore, on many occasions, schooling is recommended even before the age of 3 when we are dealing with a child with autism or social and learning difficulties.
2. PREPARATION: Previous steps for the Family.
3. Prepare an “Information for professionals” document.

It would be interesting and essential to prepare a document where we can detail all the information related to our child that can be helpful to all those involved in our child's schooling process.

• What he is like: his personality, his attitude and his disposition.
• What do you like to do in your free time: what type of activities do you like and prefer.
• How it communicates: presents language, some type of alternative or gestural communication.
• What difficulties do you have: what aspects must be taken into account in your daily management as prevention and objective to work on within the classroom.
• What are their favorite objects: it would also be interesting if we can provide them so that they can be used at that moment to convey the bond with the teacher and they will help the child become familiar with the person and the space.
• What expectations do you have for the school year: share everything you believe the school can help in the development and growth of your child.

C. FIRST CONTACT: Previous interview with the Teacher in the Classroom.

It is recommended that before the beginning of the course there is a space where the child knows the classroom and the teacher who will be his or her reference throughout the year and can count on their support in this adaptation phase.

All children have their adaptation period and it takes place sooner or later in the process and there may be refusals and sometimes it may be accompanied by tears, screaming and even tantrums. Transmitting security and confidence will be the main objective, to ensure that the child little by little accepts the situation and adapts to this new world that he is going to know.

D. FIRST DAY: A while is enough.

The first day of school can be quite traumatic for a child with special educational needs if it drags on too long. The objective of this first day is to see the classroom and the environment as a whole . Children crying, children playing, laughing and shouting, new materials, new people...

E. ALWAYS ACCOMPANIED: We adapt without losing the Reference.

It is recommended that we still have a Reference within the classroom. You have to carefully assess who the Referent is based on the attachment you have with the child as well as the ease and consequence of the Referent's actions in this process. The adaptation process is also hard for parents, so you have to carefully assess which reference figure is appropriate in each case. This reference will accompany the child at all times but will not be active , that person will act as a pillar but will not intervene with the child or participate in the activities, he will share if the child shows him something but it will appear as something quite "boring and not very tempting and attractive to the child”, carrying a reading book can be a very good option to help the referrer in this task. In such a way that the child is more attracted to what the teacher does, the materials, the children... and we can help the bond, comfort and familiarity in the space.

F. NEXT DAYS: The moments lengthen.

Making the expansion of time in the classroom gradual is one of the greatest successes of this process, we will increase the time hour by hour each day until we reach noon of schooling to begin the next process. The times will be measured according to the child's reactions.

G. END OF ADAPTATION: The departures of the Referent begin.

Just like the previous process, the Referent can gradually :

• Change places in space.
• Go to the bathroom and come back in 2 minutes.
• Disappear 15 min, 30 min, 60 min…

At all times the teacher will have the Referee's phone number so she can call him if she considers it necessary. Until together they determine that the adaptation has been made and they remain in the classroom all the time until lunch for a few days until they are ready to stay the entire day.

The adaptation period is a very beautiful moment where we give our children the tools to walk safely and autonomously in the second social space they know. Diversity in children provides an incredible wealth and opportunity for growth for the entire class group. It is a moment where we develop social skills and feel part of a group , a moment to feel loved and valued as an active part of a group. Taking care of and pampering this process will make professionals and families enjoy the process much more and have the opportunity to make a much more complete, more informed and real transfer than throwing our children without support, quickly and in front of professional but uninformed people.

“Education is getting what you want in life without harming anyone.”