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Entering Preschool: Family and Professional Experiences in This Transition Process

San Francisco State University, mjhanson{at}sfsu.edu

Paula J. Beckman

University of Maryland

Eva Horn

University of Kansas

Jules Marquart

Susan R. Sandall

University of Washington

Diane Greig

University of Maryland

Elizabeth Brennan

St. Mary's College

Important changes in services occur for children with disabilities at age 3. A qualitative cross-site approach was used to investigate the experiences of families of these children and their service providers as they made the transition from Part C to Part B programs. Issues investigated were families' and professionals' experiences and expectations for the transition process, and the process of decision-making related to service selection. A sample of 22 families was followed as they entered, participated in, and exited the transition process. Results indicated that families and professionals experienced this transition as an event, not as a process. The shift in service delivery models from infant-toddler services to preschool services was often problematic, and information exchange and communication was crucial to family involvement and decision making. In general, families were given limited choices with respect to preschool programs; Only few programs offered inclusive service models. Families' and professionals' strategies facilitating the transition are reported.

Journal of Early Intervention, Vol. 23, No. 4, 279-293 (2000)
DOI: 10.1177/10538151000230040701


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