A Successful Kindergarten Transition for Children with Disabilities: Collaboration throughout the Process

Autor/inn/en	Sands, Michelle M.; Meadan, Hedda
Titel	A Successful Kindergarten Transition for Children with Disabilities: Collaboration throughout the Process
Quelle	In: Early Childhood Education Journal, 50 (2022) 7, S.1133-1141 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sands, Michelle M.) ORCID (Meadan, Hedda)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-021-01246-6
Schlagwörter	Student Adjustment; Kindergarten; Students with Disabilities; School Readiness; Teamwork; Student Needs; Transitional Programs; Cooperation + Suchen Sie Ihr Suchwort? Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Disability; Disabilities; Behinderung; Readiness for school; School ability; Schulreife; Co-operation; Kooperation
Abstract	The transition to kindergarten can be a memorable, yet stressful time for children and families. For children with disabilities and their caregivers, the transition to kindergarten can be especially difficult due to changes in environment, supports, and services that occur as part of the transition. The purpose of this article is to highlight specific practices and strategies that can enhance collaboration throughout the transition to kindergarten. Fictional vignettes are used to describe the perspectives of, and also the practices and strategies used by, members of an education team as they support a child with a disability and her caregiver. Readers are provided with examples of practices and planning tools that can be used to support children with disabilities throughout the transition to kindergarten process. High-intensity transition practices and strategies that can be used before, during, and after kindergarten transition are specifically highlighted. Additionally, the need for both preschool and kindergarten collaboration and support is emphasized. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11