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Strategies for Supporting Transitions of Young Children with Special Needs and Their Families
Beth Rous
University of Kentucky, brous{at}uky.edu
Christine Teeters Myers
Eastern Kentucky University
Sarintha Buras Stricklin
Louisiana State University Health Sciences Center
Young children with special needs and their families often experience transitions across multiple environments in the early childhood years. Many transitions are identified as stressful for children and families. In the present study, a series of focus groups involving administrators, practitioners, and family members were held around the United States to identify transition practices that have been implemented effectively for children, families, staff, administrators, and communities. Two major themes emerged from the data: critical interagency variables, defined as strategies that support an interagency process involving multiple parties; and transition practices and activities, defined as practices that address child, family, staff, program, and community-specific activities. Outcomes from these focus groups included identification of transition strategies for young children with special needs that are considered valuable by parents, providers, and administrators and that are consistent with theoretical frameworks described in the transition literature.
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Journal of Early Intervention, Vol. 30, No. 1,
1-18 (2007)
DOI: 10.1177/105381510703000102
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