The transition from Early Intervention (EI) to Early Childhood Special Education (ECSE) is a stressful time for caregivers of children with disabilities. Existing literature has provided some insights into the challenges parents face during the EI to ECSE transition. However, to date there is no existing summary of the literature in this area despite the benefits such a summary could provide. Therefore, a qualitative meta-synthesis was conducted to summarize caregiver experiences during the EI to ECSE transition. Findings from 13 records included in the meta-synthesis provide important insights into the challenges parents face and the supports that facilitate a smooth EI to ECSE transition as well as clear research to practice gaps that persist. Limitations within the existing literature and suggestions for improving EI to ECSE transition practices and policies are provided.
ASJC Scopus subject areas
- Developmental and Educational Psychology