Poster #43 - Building Better Bridges: Perceptions of Early Intervention Transitions from Parents, Early Interventionists, and Special Educators

• In Event: 3-106 - Poster Session 11
  In Poster Session: PS 11 Section - Developmental Disabilities

Integrative Statement

Background: Infants and toddlers with disabilities (ages birth-2) and their families receive services under IDEA Part C, and children and youth with disabilities (ages 3-21) receive special education and related services under IDEA Part B. IDEA mandates parent involvement in early intervention (Part C), preschool special education (Part B), and transition between the two (IDEA, 2004). Despite the emphasis of federal law on collaboration with and communicating this information to families, current practices do not reflect that parents feel well supported during the transition period. The limited research on this transition shows that primary caregivers lack understanding of how their roles change during this transition period (Podvey, Hinojosa, & Koenig, 2011).
Objective: This study used qualitative methods to evaluate the perceptions of parents, early interventionists, and preschool special educators, all from largely minority populations, regarding the transition process for early intervention to preschool for young children with disabilities.
Methods: Four focus groups (2 parent groups, 1 early interventionist group, and 1 preschool special educator group) were conducted to gain better understanding of the needs of families and special education teachers in the transition process from early intervention to preschool. Focus group facilitators followed a standard discussion guide that contained open-ended questions regarding participants’ views on the strengths and limitations of existing services and support that facilitates or inhibits the process of transition from early intervention to preschool.
Results: Primary themes were identified: (1) The transition process and timeline are unclear to parents, (2) School district programs and services are unclear to parents, and (3) Early interventionists and special educators are often not invited to the transition meetings therefore have no input into their content.
Conclusion: These themes highlight the importance of building strong communication and relationships between early intervention programs and school districts to facilitate better transitions and understanding of the range of programs (i.e., least restrictive environment) and services that children with disabilities require to be successful.

Authors

• Ya-Chih Chang, California State University, Los Angeles
  Presenting Author

• Nancy Hunt, California State University, Los Angeles
  Non-Presenting Author