In Transition: Experiences of Parents of Children with Special Needs at School Entry

Autor/inn/en	Janus, Magdalena; Kopechanski, Lauren; Cameron, Ruth; Hughes, Debra
Titel	In Transition: Experiences of Parents of Children with Special Needs at School Entry
Quelle	In: Early Childhood Education Journal, 35 (2008) 5, S.479-485 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-007-0217-0
Schlagwörter	Disabilities; Program Effectiveness; Parents; Educational Experience; Special Needs Students; Child Development; Preschool Children; Transitional Programs; Interviews; Family Environment; Parent Attitudes; Student Needs + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Eltern; Bildungserfahrung; Sonderpädagogischer Förderbedarf; Kindesentwicklung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Interviewing; Interviewtechnik; Familienmilieu; Elternverhalten
Abstract	Pre-school children with special needs face a complex transition to school, requiring additional administrative, social and educational support. In this study, parents of 40 children with special needs reported on the transition to school experience of their 4-6-year-old child. They completed a measure of impact of the child's disability on their family and an assessment of the quality of services experienced. Individual, semi-structured interviews contextualized these evaluations. Twenty children (pre-transition) were in preschool; 20 had already started school (post). Post-transition parents reported less average disability impact on family, generally lower perception of quality of care than pre-transition ones, and long waiting periods for school-based support. Most parents, however, reported satisfactory linkages between prior-to-school services and school. In conclusion, this study demonstrates that, despite the current climate of support for early child development, barriers for satisfactory transition to school still exist, and are largely due to low effectiveness of existing policies. (Author).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10