Entering Preschool: Family and Professional Experiences in This Transition Process

Abstract

Important changes in services occur for children with disabilities at age 3. A qualitative crosssite approach was used to investigate the experiences of families of these children and their service providers as they made the transition from Part C to Part B programs. Issues investigated were families' and professionals' experiences and expectations for the transition process, and the process of decision-making related to service selection. A sample of 22 families was followed as they entered, participated in, and exited the transition process. Results indicated that families and professionals experienced this transition as an event, not as a process. The shift in service delivery models from infant-toddler services to preschool services was often problematic, and information exchange and communication was crucial to family involvement and decision making. In general, families were given limited choices with respect to preschool programs; Only few programs offered inclusive service models. Families' and professionals' strategies facilitating the transition are reported.The school conference room is filled with people: the school district preschool coordinator, Katie's service coordinator, a preschool teacher, an infant-toddler early intervention teacher, a physical therapist, a vision specialist, a speech-language pathologist, and Katie's mother. Katie's mother sits down and puts a large photo of Katie on the table. The district official explains the purpose of the meetingto review Katie's development and goals, and to discuss and plan for her needs in preschool. The professionals each begin to describe their

Factors Associated With Therapists’ Involvement in Children’s Transition to Preschool

“…As illustrated by the Conceptual Framework, communication is a recommended practice for early childhood transitions (Bruder & Chandler, 1996), and previous research suggests that families benefit from communication between sending and receiving programs during the transition process (Hanson et al, 2000). One possibility for the discrepancy is that the wording of the item-Staff at the preschool (or early intervention) programs formally and consistently communicate with me regarding child and family needs for transition-does not account for informal or periodic communication between occupational therapists in sending and receiving programs (a definition of consistent was not provided to participants).…”

“…Support for families throughout this process is critical, because they must often cope with the change from familycentered early intervention services provided in natural environments to the child-focused early childhood special education services provided within the classroom-an adjustment that may contribute to feelings of stress and anxiety (Hanson et al, 2000;Podvey & Hinojosa, 2009). Families and children benefit from strategies and practices identified as helpful and supportive, such as discussing differences between programs, visiting programs before the transition, feeling encouraged to participate in the planning process, and being part of a team that engages in collaborative practices (e.g., sharing information between sending and receiving programs; Hanson et al, 2000;Rosenkoetter, Hains, & Fowler, 1994;Rous, Myers, & Stricklin, 2007).…”

“…Families and children benefit from strategies and practices identified as helpful and supportive, such as discussing differences between programs, visiting programs before the transition, feeling encouraged to participate in the planning process, and being part of a team that engages in collaborative practices (e.g., sharing information between sending and receiving programs; Hanson et al, 2000;Rosenkoetter, Hains, & Fowler, 1994;Rous, Myers, & Stricklin, 2007).…”

“…M ore than 1 million children transition into public preschool programs each year (U.S. Department of Education, 2008). Although issues that challenge families (i.e., separation anxiety, temporary behavioral difficulties) may not be unusual for children making the move into a preschool program (Jervis & Polland, 2007), the preschool transition of >150,000 children receiving Individuals With Disabilities Education Improvement Act of 2004 (IDEA) Part B preschool special education services may be particularly significant and stressful for families (Data Accountability Center, 2009;Hanson et al, 2000). Families with children moving from IDEA Part C early intervention to Part B face a host of factors as part of the preschool transition process, including communication between sending and receiving agencies, changes in service provision, amount of family involvement, type of educational setting, and the child's specific disability (Hanson, 1999;Rous, Hallam, Harbin, McCormick, & Jung, 2006.…”

Examining the Perceptions of Families, Teachers, and Administrators of Preschool Programs Meeting the Needs of Young Children with Disabilities

“…Establishing families as educational partners and advocates for their children is encouraged and reflected in US legislative mandates. The majority ofUS families of children with special needs will become involved in their child's preschool programs as a variety of services are provided to assist their childtransition from early intervention to preschool (Hanson et al, 2000). Families of children with special needs make critical decisions about what services their children receive to achieve the goals that are most beneficial to their child.…”