Date of Award

8-1991

Document Type

Thesis

Degree Name

Master of Science (MS)

Abstract

The purpose of this study was to establish research-based recommendations for effective transitional practices between Early Childhood Special Education programs and Kindergarten classes. The study focused on current transitional practices that exist in a large public school district in northeastern Nor th Dakota. These practices were determined through a questionnaire. Recommendations emerged through the participant's responses. (a) The district should disseminating information These recommendations included: develop a uniform method of to all groups relative to the transition process. ( b) Administrators should make every effort to identify the receiving teacher the semester prior to the student's enrollment. ( c) Exchange visits between the Early Childhood Special Educator and the future classroom teacher should be arranged and supported. (d) All personnel who will be involved with the student making the transition should be included in the transitional staffing. (e) Training should be provided for the professionals in the new school setting who will work with the Early Childhood Special Education student. (f) Specific information about the student making the transition should be provided to all professional staff working with the student. (g) Records should be sent from the Early Childhood Special Education Program directly to the student's future school. (h) A readiness checklist should be developed by the Early Childhood Special Education teacher and Kindergarten teacher to facilitate the child's successful transition to a Kindergarten program. (i) Paraprofessionals should be available to support Kindergarten Teachers who have enrolled students who were served in Special Education programs. (j) The district may wish to establish a districtwide committee to further investigate the feasibility of developing transitional classrooms for children who have completed Kindergarten but who are not ready for first grade.

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