Preparing Families of Young Children With Autism Spectrum Disorder for Formal School Settings

Transitioning young children with autism spectrum disorder from the Individuals with Disabilities Education Improvement Act (IDEA) Part C to Part B 619 is a multifaceted process. This process may leave families stressed, worried, and frustrated due to the lack of awareness of expectations and their...

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Bibliographic Details
Published in:Intervention in school and clinic 2021-11, Vol.57 (2), p.126-131
Main Authors: Morris, Pricella, Weglarz-Ward, Jenna M., Love, Hailey R.
Format: Article
Language:English
Subjects:
Advocacy
Autism
Autistic children
Caregivers
Cooperative Planning
Early Intervention
Educational Legislation
Equal Education
Family Involvement
Family School Relationship
Federal Legislation
People with disabilities
Pervasive Developmental Disorders
Preschool Education
Readiness
Students with Disabilities
Transitional Programs
Uncertainty
Young Children
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Summary:Transitioning young children with autism spectrum disorder from the Individuals with Disabilities Education Improvement Act (IDEA) Part C to Part B 619 is a multifaceted process. This process may leave families stressed, worried, and frustrated due to the lack of awareness of expectations and their rights. Educators can better prepare parents and caregivers for the changes in service delivery and transitions to formal school settings using family-centered practices and in turn reduce the feelings of uncertainty associated with this transition while promoting family competence, confidence, and advocacy skills. Building better relationships with families and including the families in the planning, developing, and implementation processes can help prepare families for this significant transition.
ISSN:1053-4512
1538-4810
DOI:10.1177/1053451220928968