Planning School Transitions: Family and Professional Collaboration
- 1 April 1988
- journal article
- research article
- Published by SAGE Publications in Journal of the Division for Early Childhood
- Vol. 12 (2) , 108-115
- https://doi.org/10.1177/105381518801200202
Abstract
The following paper addresses some of the key issues involved in planning transitions for young handicapped children who are moving from special education preschool programs to mainstreamed kindergarten placements. The roles of the child, family, sending and receiving teachers, and educational agencies are discussed. Activities to encourage successful transitions and to support collaborative planning efforts are suggested.Keywords
This publication has 19 references indexed in Scilit:
- Exit Criteria in Early Childhood Programs for Handicapped ChildrenJournal of the Division for Early Childhood, 1987
- What Are Parents Saying About Family Involvement in School Transitions? A Retrospective Transition InterviewJournal of the Division for Early Childhood, 1986
- Teaching Mainstreamed Children to Manage Daily TransitionsTEACHING Exceptional Children, 1986
- Assessing Family Needs: The First Step in Providing Family-Focused InterventionDiagnostique, 1986
- Screening for school readiness: The influence of birthdate and sexPsychology in the Schools, 1986
- Neatness counts: Effects of direct instruction and self-monitoring on the transfer of neat-paper skills to nontraining settingsAnalysis and Intervention in Developmental Disabilities, 1984
- An assessment of student and teacher behavior in treatment and mainstreamed classes for preschool and kindergartenAnalysis and Intervention in Developmental Disabilities, 1983
- AN IMPLICIT TECHNOLOGY OF GENERALIZATION1Journal of Applied Behavior Analysis, 1977
- FEEDBACK IN CLASSROOM BEHAVIOR MODIFICATION: EFFECTS ON THE TARGET AND HER CLASSMATES1Journal of Applied Behavior Analysis, 1974
- Effects of Academic Survival Skill Training on Low Achieving First Graders1The Journal of Educational Research, 1973