NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ915820
Record Type: Journal
Publication Date: 2011-Mar
Pages: 10
Abstractor: As Provided
Reference Count: 24
ISBN: N/A
ISSN: ISSN-1082-3301
Kindergarten Transition Preparation: A Comparison of Teacher and Parent Practices for Children with Autism and Other Developmental Disabilities
Quintero, Nicole; McIntyre, Laura Lee
Early Childhood Education Journal, v38 n6 p411-420 Mar 2011
The transition to kindergarten represents an important developmental milestone for children and may pose unique challenges to children with disabilities, their families, and teachers. The primary goal of the current study was to investigate teacher concerns regarding the transition to kindergarten as well as teacher and parent-reported transition preparation practices and involvement for a sample of children with autism spectrum disorders (n = 19) and children with other developmental disabilities (n = 76). Teachers reported significantly more concerns for children in the ASD group than for children in the DD group, although there was no difference in total involvement in transition practices between groups. Although teacher and parent involvement in transition preparation was generally high, generic less individualized practices often were utilized. Study findings are discussed in the context of future research directions to help facilitate kindergarten transitions for young children with disabilities.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A