Transitions Out of Early Intervention

Abstract

This study was designed to describe the experience of families exiting the early intervention (EI) system and transitioning into early childhood special education (ECSE) programs. Eight mothers of children preparing to exit EI services completed semistructured interviews, which were transcribed and analyzed using interpretative phenomenological analysis. Four mothers answered additional post-transition interview questions. Interview participants experienced anxiety about the transition process but reported that they found EI personnel to be knowledgeable and supportive allies. Participants also described favorable outcomes related to a structured transition class. These findings indicate that the transition out of EI is associated with parental anxiety and uncertainty, which can be allayed through strong relationships with EI service providers.

Parent Perspectives of Early Childhood Special Education Transition

“…Parents described varying emotions evoked during the transition period. Some parents felt worried (Curle et al, 2017; Dockett et al, 2011; Mahurin-Smith, 2022; Siddiqua & Janus, 2017; Starr et al, 2016; Villaneuve et al, 2013; Welchons & McIntyre, 2015; Zaidman-Zait et al, 2019) and described anxiety and fears centered around their children’s entry into school (Mahurin-Smith, 2022; Podvey et al, 2010; Villaneuve et al, 2013; Welchons & McIntyre, 2015). Parents were especially concerned about their children’s skills and functioning within the new school environment (Dockett et al, 2011; Hacıibrahimoğlui, 2022; Mahurin-Smith, 2022; McIntyre et al, 2010; Starr et al, 2016; Warren & Harden-Thew, 2019; Zaidman-Zait et a., 2019) or their own coping as they adjusted to the new school, staff, and procedures (Siddiqua & Janus, 2017; Villaneuve et al, 2013; Zaidman-Zait et al, 2019).…”

“…Other parents felt confusion from the inconsistencies in information they received (Dockett et al, 2011; Starr et al, 2016; Villaneuve et al, 2013) and described the transition procedures as overwhelming and foreign (Dockett et al, 2011; Starr et al, 2016). In some instances, parents felt lost and uncertain as their child began new, unfamiliar services (Mahurin-Smith, 2022; Siddiqua & Janus, 2017; Waters & Friesan, 2019).…”

“…They felt alone in raising a child with disabilities and found the transition experience lonely (Podvey et al, 2013; Waters & Friesan, 2019; Villaneuve et al, 2013). In two studies, they felt their friends and other parents could not relate and desired a community with similar needs and challenges (Mahurin-Smith, 2022; Waters & Friesan, 2019). Some described feeling judged or stigmatized by their peers (Dockett et al, 2011; Fontil & Petrakos, 2015; Mahurin-Smith, 2022), and in one study, they felt blame for any difficulties experienced in the transition (Dockett et al, 2011).…”

“…In two studies, they felt their friends and other parents could not relate and desired a community with similar needs and challenges (Mahurin-Smith, 2022; Waters & Friesan, 2019). Some described feeling judged or stigmatized by their peers (Dockett et al, 2011; Fontil & Petrakos, 2015; Mahurin-Smith, 2022), and in one study, they felt blame for any difficulties experienced in the transition (Dockett et al, 2011). However, some parents did feel positive emotions in the transition.…”

“…Time and transportation were limitations for families in two studies, which hindered their attendance at meetings and other transition-related activities (Curle et al, 2017; Dockett et al, 2011). Other families felt financial strain, which influenced the support and services they could access (Dockett et al, 2011; Fontil & Petrakos, 2015; Mahurin-Smith, 2022; Waters & Friesan, 2019), including private therapies, school materials, and parental education.…”