Strategies for Supporting Transitions of Young Children with Special Needs and Their Families.

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Bibliographic Details
Title:	Strategies for Supporting Transitions of Young Children with Special Needs and Their Families.
Authors:	Rous, Beth¹ brous@uky.edu, Myers, Christine Teeters², Stricklin, Sarintha Buras³
Source:	Journal of Early Intervention. Fall2007, Vol. 30 Issue 1, p1-18. 18p. 1 Diagram, 6 Charts.
Subject Terms:	Special education, Families, Focus groups, Child rearing
Geographic Terms:	United States
Abstract:	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. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	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. [ABSTRACT FROM AUTHOR]
ISSN:	10538151
DOI:	10.1177/105381510703000102