Effective Transitions to Kindergarten for Children with Disabilities

Transition to Kindergarten for Children with Disabilities: Parent and Kindergarten Teacher Perceptions and Experiences

“…While this study's findings may not be generalizable to a wide group, it does extend the current literature as it relates to TTK for CWD but also may be valuable to researchers as it indicates a potential need to reevaluate the existing conceptual framework (Gooden & Rous, 2018;Rous, Hallam, et al, 2007). The existing conceptual framework illustrates how during the transition process the child and family's adjustment to the new program heavily influences a child's academic and social success.…”

“…The US Department of Education has encouraged and supported the alignment and continuity of early learning programs from birth through third grade, including the development and implementation of state TTK plans (US Department of Education, 2016). Yet, successful transitions for CWD requires specialized knowledge, and individualized family-centered practice by sending and receiving programs, and collaboration with families (Gooden & Rous, 2018). To best support CWD during TTK, and to align early childhood and elementary programs, policies may be needed to extend the implementation of family-centered practice (rather than simply family engagement or involvement) throughout early elementary school (Child Welfare Information Gateway, 2017).…”

“…The Transition Process for Young Children with Disabilities conceptual framework (Rous, Hallam, et al, 2007) has been cited as a theoretical base for practices and research relevant to the transitions that occur between Part C (early intervention) and Part B preschool services and between preschool and kindergarten (Appl et al, 2015; Branson & Bingham, 2009; Gooden & Rous, 2018; Rous & Hallam, 2012; Rous, Myers, et al, 2007). The framework and its expanded version (Gooden & Rous, 2018) illustrates how ecological influences (e.g., child caregivers, and their community) and elements within the transition process itself can impact child and family preparation and adjustment. Researchers have also highlighted the influence of relations among contexts and how these form patterns that can affect all children as they transition to kindergarten (Rimm-Kaufman & Pianta, 2000).…”

Special Education Teacher Preparation for Family–Professional Partnerships: Results From a National Survey of Teacher Educators

“…These guidelines should build on established FPP competencies such as those included in the Council for Exceptional Children’s (2015) Standards for Professional Practice and the Division for Early Childhood’s (2014) Recommended Practices. In addition, FPP guidelines should be reviewed to ensure they are grounded in current research, including the following key areas: (a) understanding the family unit (Seligman & Darling, 2007; Turnbull et al, 2015); (b) respecting family culture, values, beliefs, and practices (Francis, Haines, & Nagro, 2017); (c) partnering with families throughout all phases of special education service provision (i.e., assessment for identification and eligibility, implementing IEP goals and objectives, supporting self-determination, and planning for transition to adulthood; Kyzar, Haines, Turnbull, & Summers, 2017); (d) using family friendly practices to partner during education meetings (Dabkowski, 2004; Mueller & Vick, 2019); and (e) supporting families through student life transitions (Francis et al, 2013; Gooden & Rous, 2018; Ju, Zhang, & Landmark, 2018).…”

A Successful Kindergarten Transition for Children with Disabilities: Collaboration Throughout the Process

“…The framework is based on ecological (Bronfenbrenner, 1979 ) and organizational theories (Shafritz & Ott, 2005 ) and is specific to the bioecological forces (i.e., child, family, and community factors) that influence the experiences of young children and their families. In their expanded conceptual model, Gooden and Rous ( 2018 ) describe three key elements of the transition process for children with disabilities (i.e., relationships, collaboration and training, and individualized services). Use of transition practices and strategies throughout the transition process can help support a child and family’s adjustment to a new environment and lead to positive child outcomes.…”