Bridging Early Services for Children with Special Needs and Their Families

Rosenkoetter, S. E.; Hains, A. H.; Fowler, S. A.; Baltimore,; Brooks, Paul H.; Stanga, Jane L.

doi:10.1097/00001577-199500740-00017

Cited by 31 publications

(55 citation statements)

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“…The elements of successful transition plans are that they are collaborative in nature, establish continuity for the child and family and are evaluated on a regular basis (Atwater & Orth-Lopes 1994;Rosenkoetter et al, 1994;Rous, Hemmeter, & Schuster, 1994;Shotts, Rosenkoetter & Streufert, 1994).…”

Section: Early Intervention Perspectivementioning

confidence: 99%

“…Successful collaboration is based on trust, sharing information and effective communication, and problem solving (Atwater & Orth-Lopes, 1994;ConnPowers & Ross-Allen, 1990;Rosenkoetter et al, 1994). When groups of people work together, their collaborative efforts are more effective when they have a common philosophy and shared goals.…”

Section: Early Intervention Perspectivementioning

confidence: 99%

“…Transition plans need to be evaluated in order for them to improve and be successful in the long-term (Conn-Powers & Ross-Allen, 1990;Love, Logue, Trudeau, & Thayer, 1992;Rosenkoetter et al, 1994). Evaluation of the success of a transition plan from the perspective of all those involved -teachers, parents, and specialists -is important, as is understanding the participants' views of the process.…”

Section: Early Intervention Perspectivementioning

confidence: 99%

“…Rosenkoetter et al consider the evaluation of a child's behaviour in the new educational setting as critical to evaluation, as appropriate data collection and analysis enriches the transition planning process. Kagan and Neuman (1998) A number of proponents from the early intervention approach suggest continuity, collaboration, the promotion of parental advocacy and evaluation as essential for a successful transition (Atwater& Orth-Lopes, 1994;Jawa & Brophy, 1996;Rosenkoetter et al, 1994). Transition models developed in the 1980's incorporate these basic ideas.…”

Section: Early Intervention Perspectivementioning

confidence: 99%

“…CDC reports were felt to be an excellent source of information for teachers and specialists, especially those written on children who attended the preschool program, as they were extremely comprehensive. Rosenkoetter et al (1994) supports information exchange of this type between the sending (CDC) and receiving (Special Programs) programs. The reports that related to one area of development, such as reports for children with a lower level of need, were considered helpful by some teachers but not as helpful as reports more holistic in their content, that included, for example, information on school readiness skills in addition to information about the challenging developmental area.…”

Section: Continuitymentioning

confidence: 99%

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Support for Yukon children with special needs during the transition to kindergarten.

Alton¹

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Section: Early Intervention Perspectivementioning

confidence: 99%

Section: Early Intervention Perspectivementioning

confidence: 99%

Section: Early Intervention Perspectivementioning

confidence: 99%

Section: Early Intervention Perspectivementioning

confidence: 99%

Section: Continuitymentioning

confidence: 99%

See 3 more Smart Citations

Support for Yukon children with special needs during the transition to kindergarten.

Alton¹

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Experiences and perceived roles of occupational therapists working with children with special learning needs during transition to school: A pilot study

Prigg

2002

Aus Occup Therapy J

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Occupational therapists provide support to children with special learning needs and their families during the child's transition from early childhood to mainstream school. Little has been documented regarding the role and experiences of occupational therapists working with children, families and teachers during transition in an Australian context. Six paediatric occupational therapists from one geographical area in New South Wales were interviewed and asked to relay their role and experiences when providing a service to children with special learning needs during their transition to school. Participants described their role to include: preparing the child for school; working with school personnel; and providing parental support. Although participants described both positive and negative experiences, among the negative experiences were: limited time to provide a service; recommendations to school personnel not being followed; school personnel not being supportive; feeling uncomfortable in the classroom; and limited involvement in planning. Participants described a role which is consistent with current school-based occupational therapy practice; however, in the participants' experience, there was a gap between the ideal service and what participants were able to provide. This included limited collaboration with teachers.

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Voices of transition: sharing experiences from the primary school

et al. 2020

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Rhiannon Packer is a currently a senior lecturer in Additional Learning Needs and teaches on both undergraduate and postgraduate courses at Cardiff Metropolitan University. She worked for nine years as a secondary school teacher and was a Head of Year for five years before moving into Higher Education. Her research interests include transition for learners with Special Educational Needs, the learner journey for quiet, shy and anxious children, supporting learners with Specific Learning Difficulties and bilingualism.

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Bridging Early Services for Children with Special Needs and Their Families

Cited by 31 publications

References 0 publications

Support for Yukon children with special needs during the transition to kindergarten.

Support for Yukon children with special needs during the transition to kindergarten.

Experiences and perceived roles of occupational therapists working with children with special learning needs during transition to school: A pilot study

Voices of transition: sharing experiences from the primary school

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