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ERIC Number: EJ1101264
Record Type: Journal
Publication Date: 2016
Pages: 10
Abstractor: ERIC
ISSN: ISSN-1553-541X
Turning 5: Helping Families of Preschoolers with Disabilities Navigate the Transition to Kindergarten in New York City
Levine, Randi
Voices in Urban Education, n43 p27-36 2016
In New York City (NYC), the process of developing a child's kindergarten Individualized Education Program (IEP) happens during the year before kindergarten. This process is commonly called Turning 5. Approximately 30,000 NYC children between the ages of three and five are classified as being preschoolers with disabilities. The Turning 5 work group--a collaboration between Advocates for Children of New York, the New York City Department of Education (NYC DOE), and other partner organizations--provides support to families of students with disabilities facing the challenges of transitioning to kindergarten. This article describes the contributions that Turning 5 has made, such as creating and disseminating informational materials for families of incoming kindergarten students with disabilities, providing representatives from an association of preschool special education providers, identifying operational challenges and areas in which guidance was needed for the hundreds of NYC DOE psychologists and social workers whose responsibilities include leading the kindergarten IEP development process for individual children, and encouraging the NYC DOE to develop and publish a plan for how it would respond when schools could not implement the IEPs of students admitted through the kindergarten admission process.
Annenberg Institute for School Reform at Brown University. Brown University, Box 1985, Providence, RI, 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Kindergarten; Primary Education; Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York (New York)
Grant or Contract Numbers: N/A