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The Transition from Early Intervention to Preschool for Children with Multiple Disabilities: A Narrative Review

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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 0000-0001-7748-0426)
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
FullText Text:
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  Data: The Transition from Early Intervention to Preschool for Children with Multiple Disabilities: A Narrative Review
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  Data: <searchLink fieldCode="AR" term="%22Nicole+Homerin%22">Nicole Homerin</searchLink><br /><searchLink fieldCode="AR" term="%22Robin+L%2E+Dodds%22">Robin L. Dodds</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7748-0426">0000-0001-7748-0426</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Early+Child+Development+and+Care%22"><i>Early Child Development and Care</i></searchLink>. 2024 194(3):350-365.
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  Data: 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
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  Data: Y
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  Data: 16
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  Label: Publication Date
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  Data: 2024
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  Data: Journal Articles<br />Information Analyses
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Preschool+Education%22">Preschool Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Early+Intervention%22">Early Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Education%22">Preschool Education</searchLink><br /><searchLink fieldCode="DE" term="%22Multiple+Disabilities%22">Multiple Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Needs%22">Student Needs</searchLink><br /><searchLink fieldCode="DE" term="%22Family+Attitudes%22">Family Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Transitional+Programs%22">Transitional Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Related+Services+%28Special+Education%29%22">Related Services (Special Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Health+Needs%22">Health Needs</searchLink><br /><searchLink fieldCode="DE" term="%22Decision+Making%22">Decision Making</searchLink><br /><searchLink fieldCode="DE" term="%22Family+Role%22">Family Role</searchLink><br /><searchLink fieldCode="DE" term="%22Family+Needs%22">Family Needs</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Communication%22">Interpersonal Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperation%22">Cooperation</searchLink><br /><searchLink fieldCode="DE" term="%22Time%22">Time</searchLink>
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  Data: 10.1080/03004430.2024.2309480
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  Data: 0300-4430<br />1476-8275
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
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  Data: 2024
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  Data: EJ1422248
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      – Type: doi
        Value: 10.1080/03004430.2024.2309480
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 16
        StartPage: 350
    Subjects:
      – SubjectFull: Early Intervention
        Type: general
      – SubjectFull: Preschool Education
        Type: general
      – SubjectFull: Multiple Disabilities
        Type: general
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: Barriers
        Type: general
      – SubjectFull: Student Needs
        Type: general
      – SubjectFull: Family Attitudes
        Type: general
      – SubjectFull: Transitional Programs
        Type: general
      – SubjectFull: Related Services (Special Education)
        Type: general
      – SubjectFull: Health Needs
        Type: general
      – SubjectFull: Decision Making
        Type: general
      – SubjectFull: Family Role
        Type: general
      – SubjectFull: Family Needs
        Type: general
      – SubjectFull: Interpersonal Communication
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      – SubjectFull: Cooperation
        Type: general
      – SubjectFull: Time
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    Titles:
      – TitleFull: The Transition from Early Intervention to Preschool for Children with Multiple Disabilities: A Narrative Review
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            NameFull: Robin L. Dodds
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              Y: 2024
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