Parents' perspectives on the use of strategies to support the transition from early childhood special education programs to kindergarten

Abstract

The results of this study provide information on parental perspectives regarding the strategies used in the transition process from early childhood special education programs to kindergarten. Forty-one families of children who recently made the transition from early childhood special education programs to kindergarten were surveyed. The study examines frequency of strategies used in transitions, parental perspectives regarding usefulness of strategies, the relationship between use of strategies and preparedness of participants in the transitions, and parental satisfaction with the transition process. The study provides data that indicate that generally, parents are satisfied to very satisfied with the transition of their child form early childhood special programs to kindergarten. Suggestions for further research and implications for practice are discussed.