The Transition Into Kindergarten for Children With Disabilities: Innovating How We Examine Relationship Building

• In Event: Issues in Early Childhood Education

Abstract

This case-study examines the patterns of relationships which develop during the transition process for children with identified disabilities entering kindergarten through the key perspective of the receiving special education kindergarten teacher. Data from ecompas (Hartman, 1995) are used to create rich descriptions of the relationships between transition team members. The ecomap provides practitioners and researchers an innovative tool through which a critical examination of relationship building can occur at the individual child level. Data analysis suggests the need for school systems to develop policies focused on relationship building over time among transition team members, to ensure successful transitions that support sustained early learning improvements for children with disabilities entering kindergarten.

Authors

• Jessica Kirchen, Towson University

• Maxine B. Freund, The George Washington University

• Susan Swayze, The George Washington University