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Effective Transitions to Kindergarten for Children with Disabilities

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Kindergarten Transition and Readiness

Abstract

This chapter examines the transition process to kindergarten for children with disabilities, from those who are medically fragile to those who have language delays. Overall, while transition process and practices for children with disabilities are similar as for their typically developing peers (Rous. (2008). Recommended transition practices for young children and families: Results from a national validation survey (Technical Report No. 3). Lexington: University of Kentucky, Human Development Institute, National Early Childhood Transition Center. Available at http://www.hdi.uky.edu/nectc/NECTC/Publications/papers.aspx), the transition experience is often more intense and varied (e.g., (Daley, T.C., Munk, T., & Carlson, E. (2011). Early Childhood Research Quarterly, 26, 409–419); (Dockett, S., & Perry, B. (2004). International Journal of Early Years Education, 12, 217–230); (Hanson, M.J., Beckman, P.J., Horn, E., Marquart, J., Sandall, S.R., Greig, D. (2000). Journal of Early Intervention, 23, 279–293); (Janus, M., Kopechanski, L., Cameron, R., & Hughes, D. (2008). Early Childhood Education Journal, 35, 479–485)). Transitions to kindergarten often require the cooperation of persons from multiple programs and diverse early care settings; the need for specialized services for children with disabilities can significantly increase the number and nature of staff who are involved in this process. This chapter examines four components of kindergarten transition processes for children with disabilities. We begin by considering the outcomes of successful transition practice: positive outcomes for children, families, and teachers. To undergird this discussion, we present an expanded conceptual model for transition and review key transition elements and barriers to those elements that continue to be problematic. Based on the latest research, we present evidence-based practices to inform improved transitions and conclude with an examination of resultant policy implications.

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Authors and Affiliations

  1. Human Development Institute, University of Kentucky, Lexington, KY, USA

    Caroline Gooden

  2. Department of Educational Leadership Studies, University of Kentucky, Lexington, KY, USA

    Beth Rous

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Correspondence to Caroline Gooden .

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Editors and Affiliations

  1. Department of Psychology, Portland State University, Portland, Oregon, USA

    Andrew J. Mashburn

  2. University of Virginia, Charlottesville, Virginia, USA

    Jennifer LoCasale-Crouch

  3. Oregon Social Learning Center, Eugene, Oregon, USA

    Katherine C. Pears

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Gooden, C., Rous, B. (2018). Effective Transitions to Kindergarten for Children with Disabilities. In: Mashburn, A., LoCasale-Crouch, J., Pears, K. (eds) Kindergarten Transition and Readiness . Springer, Cham. https://doi.org/10.1007/978-3-319-90200-5_6

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