Early Childhood Special Education Transition: A Meta-Synthesis on How Parent Perspectives are Related to Involvement

• In Event: Poster Session 07
  In Poster Session: PS 07 Topic - Education, Schooling

Abstract

Families of young children with disabilities face challenges in child care, family life, parenting, and self-efficacy during early childhood (Costa et al., 2017; DePape & Lindsay, 2015; Reichman et al., 2008). A positive entry to school and special education services can help buffer these challenges (Bailey et al., 2005; Mas et al., 2016). However, a more coherent understanding of parents’ perceptions about this transition is needed for families of children with special needs to better understand their role and involvement. The current meta-synthesis examined existing empirical works on parent experiences of early childhood special education transition. Using parent-reported data from 396 parents in 16 studies and informed by an ecological framework (Bronfenbrenner, 2005), patterns in parent perceptions were identified at various ecological levels. Patterns were then applied to a parent-involvement model (Hoover-Dempsey & Sandler, 1995; 1997) to examine how parent perceptions related to their participation in their child’s schooling.
The search (Figure 1) reviewed several databases (EBSCOhost, JSTOR, SAGE, and ERIC ProQuest) to identify studies published in peer-reviewed journals between 2010 and 2020 using specific keywords (early intervention, disabilities, parent perception, transition, parent experience, kindergarten, preschool, and families) in titles and abstracts. An independent observer repeated these searches and both observers agreed on all cases to reach 100% agreement. Articles were then reviewed for duplicates and to apply inclusion criteria. Studies were also identified through a manual search where reference lists were reviewed. Studies were included if they examined parent perceptions of transition from early intervention services to preschool, or preschool special education to kindergarten. Participants were parents or caregivers of young children (three to six years old) with disabilities (any classification). A total of 16 studies met inclusion criteria and were included in the synthesis.
Article findings were coded into groups based on trends in parent perceptions, resulting in four groups: challenges, positives, strategies, and involvement. Within these four groups, data was coded further into three groups based on ecological levels (Bronfenbrenner, 2005): family, school, and system levels. Trends were then applied to a parent-involvement model (Hoover-Dempsey & Sandler, 1995). Results (Figure 2) revealed that parents reported overwhelmingly more challenges than positives associated with the transition, especially at the school level. Despite support from former early childhood providers, parents experienced challenges in communicating with their new schools and felt confused in navigating special education procedures. Parents described attempts to increase their self-efficacy and involvement through strategies such as broadening social networks and engaging in personal research, but ultimately expressed discouragement and trepidation related to their participation in their child’s schooling. Discussion will highlight implications for educational practice and parent support to improve home-school relationships and improve parent experiences and involvement.

Author

• Catherine R Gaspar, Teachers College, Columbia University
  Presenting Author