A National Study of Kindergarten Transition Practices for Children with Disabilities

Autor/inn/en	Daley, Tamara C.; Munk, Tom; Carlson, Elaine
Titel	A National Study of Kindergarten Transition Practices for Children with Disabilities
Quelle	In: Early Childhood Research Quarterly, 26 (2011) 4, S.409-419 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-2006
DOI	10.1016/j.ecresq.2010.11.001
Schlagwörter	Poverty; Disabilities; Kindergarten; Transitional Programs; Surveys; Preschool Teachers; Family Influence; School Districts; Educational Environment; Predictor Variables; Student Needs; Teacher Role; Family Involvement; Rural Schools; Suburban Schools; Educational Policy; School Readiness + Suchen Sie Ihr Suchwort? Armut; Handicap; Behinderung; Survey; Umfrage; Befragung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; School district; Schulbezirk; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Prädiktor; Lehrerrolle; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Suburban area; Outskirts; Suburb; Vorort; Vorstadt; Politics of education; Bildungspolitik; Readiness for school; School ability; Schulreife
Abstract	This study used data drawn from a large, national sample to describe transition practices provided to 1989 children with disabilities as they entered their kindergarten year, obtained through a survey administered to kindergarten teachers. Using path modeling, we examined the child and family, school, and district factors that predict which children and families receive high- and low-intensity transition support as they enter kindergarten and, in particular, what types of high-intensity practices they receive. The type of support kindergarten teachers provided was generally comparable to or higher than previously reported data, with low-intensity transition supports more commonly used than high-intensity supports. In a path model that included a range of child and family, classroom, and district factors, four variables emerged as predictors of transition support. Children from larger districts and higher poverty districts who were entering kindergarten from a different setting were less likely to receive support during the transition period. Rural districts differed little overall from suburban districts because they are, on average, higher poverty, but smaller in size. Urban districts demonstrated efforts that counterbalanced the barriers of size and poverty. We include policy implications based on these findings. (Contains 2 tables and 2 figures.) (As Provided).
Anmerkungen	Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10