Building Better Bridges: Perceptions of Transition from Early Intervention Programs to Preschool from Culturally and Linguistically Diverse Parents, Early Interventionists, and Preschool Special Educators

Autor/inn/en	Chang, Ya-Chih; Hunt, Nancy; Dodds, Robin
Titel	Building Better Bridges: Perceptions of Transition from Early Intervention Programs to Preschool from Culturally and Linguistically Diverse Parents, Early Interventionists, and Preschool Special Educators
Quelle	In: Infants and Young Children, 36 (2023) 2, S.164-174 (11 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chang, Ya-Chih)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0896-3746
DOI	10.1097/IYC.0000000000000237
Schlagwörter	Students with Disabilities; Infants; Toddlers; Early Intervention; Special Education; Family Involvement; Cultural Differences; Language Usage; Preschool Teachers; Parent Teacher Cooperation; Minority Groups; Parent Attitudes; Preschool Education; Transitional Programs; Readiness; Student Placement; Educational Legislation; Federal Legislation; Equal Education; Hispanic Americans; Asian Americans; Teacher Attitudes; Student Needs; Special Education Teachers; California (Los Angeles) + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Infant; Toddler; Toddlers; Kleinkind; Infants; Special needs education; Sonderpädagogik; Sonderschulwesen; Kultureller Unterschied; Sprachgebrauch; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Ethnische Minderheit; Elternverhalten; Schülerpraktikum; Bildungsrecht; Schulgesetz; Bundesrecht; Hispanic; Hispanoamerikaner; Asian immigrant; United States; Asiatischer Einwanderer; USA; Lehrerverhalten; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende
Abstract	Infants and toddlers with disabilities (ages birth to 2 years) and their families receive services under IDEA Part C, and children and youth with disabilities (ages 3-21 years) receive special education and related services under IDEA Part B. IDEA mandates the provision of opportunities for parent involvement in early intervention (Part C), preschool special education (Part B), and transition between the two (Individuals with Disabilities Education Act [IDEA], 2004). Despite the emphasis in federal law on collaboration with families and communicating information to them, parents do not feel well supported during the transition period (Douglas, Meadan, & Schultheiss, 2022). The limited research on this transition shows that primary caregivers lack understanding of how their roles change during this transition period. The authors of the current study conducted four focus groups to evaluate the perceptions of parents, early interventionists, and preschool special educators, all from predominantly minority populations, regarding the transition process for early intervention to preschool for young children with disabilities. Primary themes were identified: (1) lost in transition, (2) restricted choices lead to restrictive placements, and (3) discontinuity. These challenges are discussed and recommendations are provided. (As Provided).
Anmerkungen	Lippincott Williams & Wilkins. Available from: Wolters Kluwer. 351 West Camden Street, Baltimore, MD 21201. Tel: 800-638-3030; e-mail: MR-WKCustomerSupport@wolterskluwer.com; Web site: https://journals.lww.com/pages/default.aspx
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01