Enhancing kindergarten transition practices for preschoolers with special needs: effects on child outcomes and parent-teacher involvement

The transition from preschool to kindergarten can produce a period of disruption for many children and their families in regards to the anticipation of changes in services and providers, and in some cases, a complete change in setting. This is particularly true for preschool students with disabilities who receive services under an Individualized Education Program (IEP). Many parents of children with special needs indicate that they received little information regarding the transition process and that their input was not valued. Children who experience inefficient transitions from preschool to kindergarten are often described by their kindergarten teachers as being less academically and socially prepared for kindergarten. These perceptions may follow children as they progress though school and lead to increased difficulties in the school setting. The purpose of this study was to investigate kindergarten transition practices for preschoolers with special needs by examining child outcomes and the impact on parent-teacher involvement as a result of the transition process. Results indicated no significant differences were found between the control and intervention groups in regards to the effects of enhanced transition practices on academic and social outcomes. These results also indicated no significant differences between the control and intervention groups and perceptions of parent and teacher involvement as well as parent and teacher perceptions of transition effectiveness and acceptability.