The Transition Process for Young Children With Disabilities

Abstract

Over the past 2 decades, the number and types of programs available for young children has increased. As a result, the transition of young children with disabilities has become more complex, resulting in an increasing need for improved transition processes for both children and their families. The literature in early childhood transition contains evidence of the organizational complexities and resulting problems experienced by children, families, and professionals who provide services. Recent research in transition has provided valuable information about the individual variables that impact this complex transition process. Given some of the distinguishing characteristics of the transition process for young children with disabilities and their families, there is a need for a conceptual framework that will guide new research, provide an organizational framework to integrate the current literature in transition, and begin to lay a foundation for improving transitions and the outcomes for children. This article presents a conceptual framework that describes how the complex interactions of multiple factors influence the transition process for young children with disabilities during the early childhood years. This ecological framework is based on the premise that the ultimate goal of a successful transition process is the child's entry and success in the primary school program.

Determining the Difficulties Children with Special Needs Experience during the Transition to Primary School

“…Teachers stated in their opinions that both the child and the child's environmental factors lead to difficulties. These obtained findings are consistent within the academic dimensions (Entwistle & Alexander, 1998;Malone & Gallagher, 2009;Rous, Hallam et al, 2007). Dockett and Perry (2003), conducting interviews with teachers, families, and children in the Research Project of Starting School, defined eight fields that influence the transition to primary school: acknowledgement, social adaptation, skills, attitudes and emotions toward school, rules, the child's physical characteristics, families' attitudes, and educational environment.…”

“…Accordingly, the behaviors the child acquired in prior education settings should be consistent with the current environment, and the new rules provided to children should be consistent with their previous experiences (Kagan & Neuman, 1998;Mangione & Speth, 1998). Without continuity between preschool and primary school education, a child may be influenced negatively while transitioning to primary school (Harper, 2005;Rous, Hallam et al, 2007;Yeboah, 2002). An absence of curriculum and classroom attendance are considered to be important continuity factors in literature (Barblett et al, 2011;Dockett & Perry, 2007b;Entwistle & Alexander, 1998;Margetts, 2007;Rosenkoetter et al, 2007;Yeboah, 2002).…”

“…When examining studies conducted on these categories (Rous, Hallam et al, 2007;, transitioning' negative situations have been evaluated alongside its positive situations. This research's results remarked that teachers generally present negative situations.…”

“…In inclusion environments, the provisions for children and family-training programs, and the cooperation and communications between social institutions are considered to be important transition factors (Fowler et al, 1991;Pianta, Cox, Taylor, & Early, 1999;Rous, Hallam et al, 2007); cooperation and communication, information sharing between specialists, and planning are emphasized to be able to help determine available support and solve possible problems (Hains et al, 1987;Rous, Hallam et al, 2007). When cooperation exists between the special education teacher and general education teachers, general education can display positive effects on inclusion (Flores, 2012;Hwang & Evans, 2011).…”

“…The participation consent form was prepared in order to explain to the teachers the aim and method of the research in order to determine who would voluntarily participate in the research and to get permission from them for audio-video recording the interview. The Focus Group Interview Questions Form was established based on the literature (Forest, Horner, Lewis-Palmer, & Todd, 2004;Jewett et al, 1998;Kemp, 2003;Rous, Hallam, Harbin, McCormick, & Jung, 2007;Rous, Myers et al, 2007), and the findings obtained in the qualitative section of the research relate to the interview questions. Next, four experts working in the fields of early childhood and special education and two experts specialized in qualitative research examined and evaluated the questions on the interview form in terms of whether or not the form provides detailed information, covers the subject, has clear questions, is comprehensible, and can obtain the required information.…”