TY - JOUR
T1 - A Successful Kindergarten Transition for Children with Disabilities
T2 - Collaboration Throughout the Process
AU - Sands, Michelle M.
AU - Meadan, Hedda
N1 - Funding Information:
This study was supported in part by funding from the Office of Special Education Programs, U.S. Department of Education, Project IMPACT (H325D150036). The views or opinions presented in this manuscript are solely those of the authors and do not necessarily represent those of the funding agency.
Publisher Copyright:
© 2021, The Author(s), under exclusive licence to Springer Nature B.V.
PY - 2022/10
Y1 - 2022/10
N2 - The transition to kindergarten can be a memorable, yet stressful time for children and families. For children with disabilities and their caregivers, the transition to kindergarten can be especially difficult due to changes in environment, supports, and services that occur as part of the transition. The purpose of this article is to highlight specific practices and strategies that can enhance collaboration throughout the transition to kindergarten. Fictional vignettes are used to describe the perspectives of, and also the practices and strategies used by, members of an education team as they support a child with a disability and her caregiver. Readers are provided with examples of practices and planning tools that can be used to support children with disabilities throughout the transition to kindergarten process. High-intensity transition practices and strategies that can be used before, during, and after kindergarten transition are specifically highlighted. Additionally, the need for both preschool and kindergarten collaboration and support is emphasized.
AB - The transition to kindergarten can be a memorable, yet stressful time for children and families. For children with disabilities and their caregivers, the transition to kindergarten can be especially difficult due to changes in environment, supports, and services that occur as part of the transition. The purpose of this article is to highlight specific practices and strategies that can enhance collaboration throughout the transition to kindergarten. Fictional vignettes are used to describe the perspectives of, and also the practices and strategies used by, members of an education team as they support a child with a disability and her caregiver. Readers are provided with examples of practices and planning tools that can be used to support children with disabilities throughout the transition to kindergarten process. High-intensity transition practices and strategies that can be used before, during, and after kindergarten transition are specifically highlighted. Additionally, the need for both preschool and kindergarten collaboration and support is emphasized.
KW - Collaboration
KW - Disabilities
KW - Kindergarten
KW - Preschool
KW - Transition
UR - http://www.scopus.com/inward/record.url?scp=85112290846&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85112290846&partnerID=8YFLogxK
U2 - 10.1007/s10643-021-01246-6
DO - 10.1007/s10643-021-01246-6
M3 - Article
C2 - 34393473
AN - SCOPUS:85112290846
SN - 1082-3301
VL - 50
SP - 1133
EP - 1141
JO - Early Childhood Education Journal
JF - Early Childhood Education Journal
IS - 7
ER -