ERIC Number: ED383122
Record Type: RIE
Publication Date: 1994
Reference Count: N/A
Entering a New Preschool: How Service Providers and Families Can Ease the Transitions of Children Turning Three Who Have Special Needs. FACTS/LRE Information Series #2.
Donegan, Mary; And Others
This guide presents suggestions to minimize adjustment problems for young children with delays and disabilities as they begin preschool. Strategies to ease the transition from early intervention programs to the preschool focus on: beginning early, talking about the new setting in positive ways, encouraging the child to ask questions and express fears, engaging the child in concrete experiences, teaching the child specific skills and routines, and sharing information between programs in advance. Additional suggestions following entry into the new preschool program concern: incorporating information from the sending program and family into the receiving program plan, involving parents in the transition, individualizing communication with the family, and adjusting expectations for the child with special needs. Consideration is given to the value of using the Individual Family Service Plan to reduce adjustment problems for the child as well as providing services in community-based programs for the young child to minimize the need for transition to a new program. A case account of a child's transition is included to illustrate how to support the child. Books to prepare children for early intervention are identified. (SW)
Descriptors: Developmental Delays, Disabilities, Early Intervention, Family Involvement, Individualized Family Service Plans, Parent Participation, Parent School Relationship, Parent Teacher Cooperation, Preschool Children, Preschool Education, School Orientation, Special Needs Students, Student Adjustment, Student Needs, Teacher Participation, Teamwork, Transitional Programs
Publication Type: Guides - Non-Classroom
Education Level: N/A
Audience: Practitioners; Parents
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: Illinois Univ., Urbana.
Note: A publication of Family And Child Transitions into Least Restrictive Environments.