Exiting Part C: Considerations for Support Before, During, and After Transition

McCorkle, Laura S.; Diamond, Lindsay

doi:10.1177/00400599221096765

Cited by 1 publication

(1 citation statement)

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“…Parents should be provided with the opportunities to visit the array of programs available in the school district before deciding the placement for their children (e.g., McCorkle & Diamond, 2022). It is just as critical that educators understand the full extent of programs offered through the school district.…”

Section: Recommendationsmentioning

confidence: 99%

Building Better Bridges

Chang

Hunt

Dodds

2023

Infants &Amp; Young Children

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Infants and toddlers with disabilities (ages birth to 2 years) and their families receive services under IDEA Part C, and children and youth with disabilities (ages 3–21 years) receive special education and related services under IDEA Part B. IDEA mandates the provision of opportunities for parent involvement in early intervention (Part C), preschool special education (Part B), and transition between the two (Individuals with Disabilities Education Act [IDEA], 2004). Despite the emphasis in federal law on collaboration with families and communicating information to them, parents do not feel well supported during the transition period (Douglas, Meadan, & Schultheiss, 2022). The limited research on this transition shows that primary caregivers lack understanding of how their roles change during this transition period. The authors of the current study conducted four focus groups to evaluate the perceptions of parents, early interventionists, and preschool special educators, all from predominantly minority populations, regarding the transition process for early intervention to preschool for young children with disabilities. Primary themes were identified: (1) lost in transition, (2) restricted choices lead to restrictive placements, and (3) discontinuity. These challenges are discussed and recommendations are provided.

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Section: Recommendationsmentioning

confidence: 99%