ERIC Number: EJ1099910
Record Type: Journal
Publication Date: 2016-Jun
Abstractor: As Provided
Reference Count: 44
Transition to Kindergarten for Children with Autism Spectrum Disorder: A Focus Group Study With Ethnically Diverse Parents, Teachers, and Early Intervention Service Providers
Starr, Elizabeth M.; Martini, Tanya S.; Kuo, Ben C. H.
Focus on Autism and Other Developmental Disabilities, v31 n2 p115-128 Jun 2016
Despite the stated importance of a successful kindergarten transition (TTK) for future school success, no research has addressed this transition for culturally/ethnically diverse families having children with autism spectrum disorders (ASD). To address this gap, six focus groups (three with ethnically diverse parents, one with kindergarten teachers, and one each with early childhood resource teachers and early intervention providers) were conducted to elicit the experiences of these stakeholders regarding TTK for children with ASD generally, and the TTK experience for ethnically diverse families specifically. Four major themes relating to TTK emerged from the focus groups: Relationship Building, Communication, Knowledge, and Support. While these themes were relevant for all groups, parents who were relatively recent immigrants and for whom English was not a first language identified unique difficulties. Results are discussed within the context of Bronfenbrenner's Ecological Systems Theory. Recommendations to improve the experience for ethnically diverse families are explored.
Descriptors: Autism, Pervasive Developmental Disorders, Kindergarten, Early Intervention, Focus Groups, Special Education, Ethnic Diversity, Transitional Programs, Research Methodology, Discovery Processes, Parents, Stakeholders, Parent School Relationship, Ecological Factors, Interpersonal Communication, Immigrants, Trust (Psychology), Advocacy, Barriers, Communication Strategies, Information Dissemination, Limited English Speaking, Social Support Groups, Cultural Differences, Special Needs Students, Foreign Countries
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Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education
Authoring Institution: N/A
Identifiers - Location: Canada; North America; United States