Transitions for Young Children With Disabilities Revisited

• In Event: Equity Across Multiple Disciplines and Contents

Abstract

This paper revisits a topic of continuing concern in the field of early childhood special education: transitions for young children with disabilities, from early intervention to preschool, and from preschool to kindergarten. Educational transitions involve multiple persons, agencies, and requirements; transitions for young children with disabilities are even more important, as entering a new school system sets the stage for children’s subsequent school experiences. The primary message for professionals is that transitions are similar in process and practice as for typically developing peers; however, children with disabilities often experience more intense and varied challenges (Daley, Munk, & Carlson, 2011; Hanson et al., 2000; Harbin, McWilliam, & Gallagher, 2000; Janus, Kopechanski, Cameron, & Hughes, 2008; Rous, 2008).

Authors

• Caroline Gooden, University of Kentucky

• Beth Rous