Family Concerns Surrounding Kindergarten Transition: A Comparison of Students in Special and General Education

Kindergarten transition is considered an important developmental milestone for children and families. Children with disabilities may be especially vulnerable during transition and may lack academic and behavioral readiness skills essential for kindergarten. Family concerns surrounding children’s tra...

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Bibliographic Details
Published in:Early childhood education journal 2010-12, Vol.38 (4), p.259-263
Main Authors: McIntyre, Laura Lee, Eckert, Tanya L., Fiese, Barbara H., DiGennaro Reed, Florence D., Wildenger, Leah K.
Format: Article
Language:English
Subjects:
Caregivers
Comparative Analysis
Comparative studies
Disabilities
Early Childhood Education
Education
Educational Development
Families & family life
Family Involvement
Family Relationship
General Education
Individualized Education Programs
Individualized Instruction
Kindergarten
Kindergarten students
Learning and Instruction
Parent participation
Preschool Children
Preschool Education
Regular and Special Education Relationship
School Readiness
Sociology
Sociology of Education
Special Education
Special Needs Students
Surveys
Urban Schools
Young Children
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Summary:Kindergarten transition is considered an important developmental milestone for children and families. Children with disabilities may be especially vulnerable during transition and may lack academic and behavioral readiness skills essential for kindergarten. Family concerns surrounding children’s transition were explored in 132 students ( n  = 29 special education; n  = 103 general education) preparing to enter kindergarten. Caregivers responded to a survey on family experiences and involvement in transition and reported on the degree to which they were concerned about kindergarten transition. Caregivers of special education students reported significantly more concerns surrounding their child’s behavior, communication, academic readiness, and overall readiness for kindergarten than did caregivers of general education students. Implications for supporting children and families during transition are discussed.
ISSN:1082-3301
1573-1707
DOI:10.1007/s10643-010-0416-y