The Transition from Early Intervention to Preschool for Children with Multiple Disabilities: A Narrative Review
Saved in:
| Title: | The Transition from Early Intervention to Preschool for Children with Multiple Disabilities: A Narrative Review |
|---|---|
| Language: | English |
| Authors: | Nicole Homerin, Robin L. Dodds (ORCID |
| Source: | Early Child Development and Care. 2024 194(3):350-365. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Information Analyses |
| Education Level: | Early Childhood Education Preschool Education |
| Descriptors: | Early Intervention, Preschool Education, Multiple Disabilities, Students with Disabilities, Barriers, Student Needs, Family Attitudes, Transitional Programs, Related Services (Special Education), Health Needs, Decision Making, Family Role, Family Needs, Interpersonal Communication, Cooperation, Time |
| DOI: | 10.1080/03004430.2024.2309480 |
| ISSN: | 0300-4430 1476-8275 |
| Abstract: | The transition from early intervention to preschool is a major early milestone for children with multiple disabilities and their families and the first of many transitions they will experience across the lifespan. However due to the low-incidence nature of multiple disabilities, this group has been largely left out of the literature surrounding this transition. Thus, in this paper we review the existing literature in order to better understand the barriers families face during the transition from EI to preschool, and how this transition could be improved for parents of children with complex physical, medical and educational needs. Several challenges experienced by families as well as beneficial systems of support are presented. Implications for practice and further research examining the specific needs of families of children with multiple disabilities during transition are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1422248 |
| Database: | ERIC |
| Abstract: | The transition from early intervention to preschool is a major early milestone for children with multiple disabilities and their families and the first of many transitions they will experience across the lifespan. However due to the low-incidence nature of multiple disabilities, this group has been largely left out of the literature surrounding this transition. Thus, in this paper we review the existing literature in order to better understand the barriers families face during the transition from EI to preschool, and how this transition could be improved for parents of children with complex physical, medical and educational needs. Several challenges experienced by families as well as beneficial systems of support are presented. Implications for practice and further research examining the specific needs of families of children with multiple disabilities during transition are discussed. |
|---|---|
| ISSN: | 0300-4430 1476-8275 |
| DOI: | 10.1080/03004430.2024.2309480 |
