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Supporting the Engagement of Newcomer Families Throughout the Special Education Kindergarten Transition: A Culturally Inclusive Approach From One Head Start Program.

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Bibliographic Details
Title: Supporting the Engagement of Newcomer Families Throughout the Special Education Kindergarten Transition: A Culturally Inclusive Approach From One Head Start Program.
Authors: Rooney, Mary Ellen1 (AUTHOR), R. Gaspar, Catherine2 (AUTHOR), Jahromi, Laudan B.3 (AUTHOR), Rodriguez, Stephanie (AUTHOR)
Source: Young Exceptional Children. Dec2025, Vol. 28 Issue 4, p183-200. 18p.
Subject Terms: *Special education, *Head Start programs, *Kindergarten, *Educational support, *Parenting, *Communication barriers, Cultural competence, Refugee families
Geographic Terms: United States, Central America
Abstract: The article focuses on the challenges faced by newcomer families, particularly those with children in special education, as they transition from preschool to kindergarten in the U.S. It highlights the experiences of Alicia, a mother from Central America, whose son Mateo is receiving special education services through a Head Start program. The article emphasizes the need for culturally inclusive strategies to support these families, who often encounter barriers such as language differences and unfamiliarity with the U.S. education system. It advocates for early engagement, personalized support, and the incorporation of family voices in the transition process to empower newcomer families and enhance their involvement in their children's education. [Extracted from the article]
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Database: Education Research Complete
Description
Abstract:The article focuses on the challenges faced by newcomer families, particularly those with children in special education, as they transition from preschool to kindergarten in the U.S. It highlights the experiences of Alicia, a mother from Central America, whose son Mateo is receiving special education services through a Head Start program. The article emphasizes the need for culturally inclusive strategies to support these families, who often encounter barriers such as language differences and unfamiliarity with the U.S. education system. It advocates for early engagement, personalized support, and the incorporation of family voices in the transition process to empower newcomer families and enhance their involvement in their children's education. [Extracted from the article]
ISSN:10962506
DOI:10.1177/10962506251353530