Strategies for Transitioning Preschoolers with Autism Spectrum Disorders to Kindergarten

Abstract

In recent years, there has been a rapid increase in the number of children diagnosed with autism spectrum disorders (ASD), worldwide. Since children with ASD have limited social interaction and communication skills, they tend to lag behind their peers without disabilities in many areas. In particular, they are unable to easily transition smoothly from one stage of their life to another. Transitions from preschool settings to kindergarten and beyond should be a critical issue of concern for educators and parents of young children with ASD. The results of a survey completed by 65 preschool teachers from Ghana and 210 of their counterparts in the United States of America, about characteristics of effective transition programs for children with ASD, are presented. Implications for preschool teacher preparation and transition planning are discussed.

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

“…Children with developmental delays or disabilities may require supplemental supports as they transition to kindergarten due to their special needs. In particular, children with autism spectrum disorders (ASD), given their significant deficits in communication and social functioning, may require more comprehensive transition supports than other children (Denkyirah and Agbeke 2010;Forest et al 2004); however, there is limited research investigating the transition to kindergarten for children with disabilities. Furthermore, there are no known studies that compare transition practices across various diagnostic groups.…”

“…Although nearly all transition practices were identified by teachers as important, fewer practices were implemented (Forest et al 2004). Denkyirah and Agbeke (2010) surveyed preschool teachers in Ghana and the United States and asked teachers to endorse transition preparation practices that they viewed as important for supporting students with autism. Similar to the findings of Fowler et al, Denkyirah and Agbeke reported that all practices on the survey were important, with practices initiated early and involving multiple stakeholders (preschool, family, elementary school) as essential.…”

Autism spectrum disorder in sub‐saharan africa: A comprehensive scoping review

“…Teachers thought that parental awareness about ASD was low. Denkyirah and Agbeke [] explored opinions of 65 preschool teachers from Ghana and 210 preschool teachers from the United States to assess characteristics of successful transition from preschool to kindergarten for children with ASD, identifying many similarities, and few dissimilarities between the two countries.…”

Nigerian Teachers’ Understanding of Autism Spectrum Disorder: A Comparative Study of Teachers from Urban and Rural areas of Lagos State

“…Only two previous studies regarding ASD in Sub-Saharan Africa have been identified which have even tangentially considered teacher's professional knowledge. Denkyirah and Agbeke (2010) surveyed preschool teachers from Ghana alongside their counterparts from the USA concerning transition strategies for pupils with ASD; this study did not, however, investigate teachers' knowledge about the condition. Audu and Egbochuko (2011) surveyed 131 primary teachers from Benin City in Edo State, Nigeria, regarding their knowledge about ASD, and found that only 23% of them believed that ASD existed within Edo State, suggesting a low level of awareness.…”