Kindergarten Transition Preparation: A Comparison of Teacher and Parent Practices for Children with Autism and Other Developmental Disabilities

Abstract

The transition to kindergarten represents an important developmental milestone for children and may pose unique challenges to children with disabilities, their families, and teachers. The primary goal of the current study was to investigate teacher concerns regarding the transition to kindergarten as well as teacher and parent-reported transition preparation practices and involvement for a sample of children with autism spectrum disorders (n = 19) and children with other developmental disabilities (n = 76). Teachers reported significantly more concerns for children in the ASD group than for children in the DD group, although there was no difference in total involvement in transition practices between groups. Although teacher and parent involvement in transition preparation was generally high, generic less individualized practices often were utilized. Study findings are discussed in the context of future research directions to help facilitate kindergarten transitions for young children with disabilities.

Experiences of parents whose children with autism spectrum disorder (ASD) are starting primary school

“…Starting school represents a major event which brings new demands and challenges for children with ASD and their families (Parsons, Lewis, & Ellins, 2009;Quintero & McIntyre, 2011;Weiss & Pearson, 2012). From a series of interviews with mothers of children with ASD in Australia, Lilley (2012Lilley ( , 2014 reported that parents experienced stigma and efforts by school professionals to exclude their children because of the ASD diagnosis.…”

Determining the Difficulties Children with Special Needs Experience during the Transition to Primary School

“…This case is analogous with the current research results. Some of the transition research related to teachers' characteristic also show that participants are generally female (Ahtola et al, 2011;Barblett, Barratt-Paugh, Kilgallon, & Maloney, 2011;Jewett et al, 1998;La Paro, Pianta, & Cox, 2000;Lo CasaleCrouch, Mashburn, Downer, & Pianta, 2008;Quintero & McIntyre, 2011). The current research includes mostly female teachers.…”

“…When cooperation exists between the special education teacher and general education teachers, general education can display positive effects on inclusion (Flores, 2012;Hwang & Evans, 2011). One defined problem in transitioning is the absence of cooperation and communication about transitioning in the body of literature (Barblett et al, 2011;Janus, Lefort, Cameron, & Kopenhanski, 2007;Jewett et al, 1998;Quintero & McIntyre, 2011;Wischnowski, Fowler, & McCollum, 2000).…”

“…School-life transitions include changes in role, identity, and expectations beyond their symbolic meanings; new charges are undertaken by the child and parents so these changes not only influence the child but also the parents, and this notion includes every individual undergoing this transition (Dockett & Perry, 2007a;Quintero & McIntyre, 2011). A smooth and successful transition process leads to positive long-term results in a child's development, and the child may adapt quickly to school.…”

Benefícios da Intervenção Precoce para a Família de Crianças com Transtorno do Espectro do Autismo

“…Disponível em: <https://periodicos.ufsm.br/educacaoespecial> Benefícios da intervenção precoce para a família de crianças com transtorno do espectro do autismo mais e informais, os quais aumentam o sentimento de controle sob os serviços da IP (CRUZ; FONTES; CARVALHO, 2003;DEMPSEY;KEEN, 2008;QUINTERO;MCINTYRE, 2010;STONER, et al, 2007).…”