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ERIC Number: EJ1410924
Record Type: Journal
Publication Date: 2024
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0271-1214
EISSN: EISSN-1538-4845
Transition to Kindergarten for Children with Disabilities: Parent and Kindergarten Teacher Perceptions and Experiences
Michelle M. Sands; Hedda Meadan
Topics in Early Childhood Special Education, v43 n4 p265-277 2024
The transition to kindergarten (TTK) occurs at a stage in a child's development when it can have a direct impact on later school success. For children with disabilities, TTK may be especially challenging, and U.S. federal policy provides limited guidance and mandates related to use of practices to support children with disabilities and their familes. The purpose of this study was to explore parents' and kindergarten general education teachers' perceptions and experiences related to the TTK from an inclusive preschool for children with disabilities. Semi-structured interviews were conducted with six parents and seven kindergarten teachers. Themes identified high-intensity transition practices as especially helpful during the transition process, and limited communication and collaboration, late teacher assignment, and ecological differences in preschool and kindergarten as challenging. Parents described the importance of sharing their prior experiences with new team members, and kindergarten teachers emphasized a desire to be included in the transition process.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://bibliotheek.ehb.be:2993
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Kindergarten; Primary Education; Preschool Education
Audience: N/A
Language: English
Sponsor: Office of Special Education Programs (OSEP) (ED/OSERS)
Authoring Institution: N/A
Grant or Contract Numbers: H325D150036