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ERIC Number: EJ908215
Record Type: Journal
Publication Date: 2010
Pages: 16
Abstractor: As Provided
Reference Count: 33
ISSN: ISSN-1059-308X
Facilitating Family Involvement in Early Intervention to Preschool Transition
Pang, Yanhui
School Community Journal, v20 n2 p183-198 2010
Active family involvement and important family roles in the early intervention to preschool transition have been mandated by laws, recognized by the position statements of professional organizations, and validated through evidence-based research. In order to involve families in this process, reduce stresses, and conquer the challenges families may encounter, professionals who serve families in this process should seek to fully understand families' needs and priorities and to establish collaboration with them to design appropriate transition goals and effective strategies. The application of a conceptual framework of family systems theory and family-centered practices can fulfill this task. The purpose of the study is two-fold: to review literature on family involvement in the transition from early intervention programs to programs for three-year-olds from a perspective of the conceptual framework of family systems theory, thus providing a good view of the needs, priorities, strengths, and weaknesses of families from diverse backgrounds; and to describe family-centered practices for developing quality transition services that meet families' diverse needs, thus smoothing the transition process.
Academic Development Institute. 121 North Kickapoo Street, Lincoln, IL 62656. Tel: 217-732-6462; Fax: 217-732-3696; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act