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Kindergarten transition preparation: A comparison of teacher and parent practices for children with autism and other development disabilities

Resource Type: Reports & Papers
Author(s): Quintero, Nicole; McIntyre, Laura Lee;
Date Issued: March, 2011
Description: The transition to kindergarten represents an important developmental milestone for children and may pose unique challenges to children with disabilities, their families, and teachers. The primary goal of the current study was to investigate teacher concerns regarding the transition to kindergarten as well as teacher and parent-reported transition preparation practices and involvement for a sample of children with autism spectrum disorders (n = 19) and children with other developmental disabilities (n = 76). Teachers reported significantly more concerns for children in the ASD group than for children in the DD group, although there was no difference in total involvement in transition practices between groups. Although teacher and parent involvement in transition preparation was generally high, generic less individualized practices often were utilized. Study findings are discussed in the context of future research directions to help facilitate kindergarten transitions for young children with disabilities. (author abstract)
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Funder(s): National Institute of Child Health and Human Development (U.S.)
Journal Title: Early Childhood Education Journal
Volume Number: 38
Issue Number: 6
Page Range: 411-420
Topics: Children & Child Development > Children with Special Needs & Special Child Populations > Children with Special Needs

Parent, School, & Community School Readiness/Child School Success & Performance > Transition To School
Country: United States
ISSN: 1573-1707 Online
1082-3301 Paper
Peer Reviewed: yes
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