Transitioning Preschool Children with Developmental Concerns into Kindergarten: Ecological characteristics of inclusive kindergarten programs

Journal of Developmental and Physical Disabilities

Volumn 14, Issue 4, 2002, Pages 339-352

  Troup, Karen S ^a   Malone, D Michael ^a  

^a UNIVERSITY OF CINCINNATI   (United States)

Author keywords

Development; Ecological characteristics; Preschool

Indexed keywords

EID: 0036388006     PISSN: 1056263X     EISSN: None     Source Type: Journal    
DOI: 10.1023/A:1020330802307     Document Type: Article

References (36)

1. Bray, N., Coleman, J., and Bracken, M. (1981). Critical events in parenting handicapped children. J. Div. Early Child. 3(1):26-33.
2. Bredekamp, S., and Copple, C. (eds.) (1997). Developmentally Appropriate Practice in Early Childhood Programs, Rev. edn., NAEYC, Washington, DC.
3. Christie, J., Johnson, E. P., and Peckover, R. B. (1988). The effects of play period duration on children's play patterns. J. Res. Child. Educ. 3(2): 123-131.
4. Christie, J. F., and Wardle, F. (1992). How much time is needed for play? Young Child. 47(3): 28-33.
5. DiVenere, N., Singer, G., Bailey, D. B., Winton, P., Turnbull, A., and Turnbull, R. (1997). Research-based participatory action research. In 13th Annual International Early Childhood Conference on Children with Special Needs (sponsored by the Council for Exceptional Children's Division for Early Childhood), New Orleans, LA, November 1997.
6. Early, D., Pianta, R., and Cox, M. (1999). Kindergarten teachers and classrooms: A transition context. Early Educ. Dev. 10(1): 24-46.
7. Fewell, R. R. (1986). A handicapped child in the family. In Fewell, R. R., and Vadasy, P. F. (eds), Families of Handicapped Children, Pro-Ed, Austin, TX, pp. 3-34.
8. Fowler, S. A. (1982). Transition from preschool to kindergarten for children with special needs. In Allen, K. E., and Goetz, E. M. (eds.), Early Childhood Education: Special Problems, Special Solutions, Aspen, Rockville, MD, pp. 229-242.
9. Fowler, S. A., Chandler, L. K., Johnson, T. E., and Stella, M. E. (1988). Individualizing family involvement in school transitions: Gathering information and choosing the next program. J. Div. Early Child. 12(3): 208-216.
10. Fowler, S., Schwartz, I., and Atwater, J. (1991). Perspectives on the transition from preschool to kindergarten for children with disabilities and their families. Exceptional Child. 58: 136-145.
11. Hasins, A. H. (1992). Strategies for preparing preschool children with special needs for the kindergarten mainstream. J. Early Interv. 16(4): 320-333.
12. Hains, A. H., Fowler, S. A., and Chandler, L. K. (1988). Planning school transitions: Family and professional collaboration. J. Div. Early Child. 12(2): 108-115.
13. Hanline, M. F. (1988). Making the transition to preschool: Identification of parent needs. J. Div. Early Child. 12(2): 98-107.
14. Hemmeter, M. L., Towne, J., and Hertzenberg, W. (1997). Participatory action research in classroom settings. In 13th Annual International Early Childhood Conference on Children with Special Needs (sponsored by the Council for Exceptional Children's Division for Early Childhood), New Orleans, LA, November 1997.
15. Individuals with Disabilities Education Act (IDEA) Amendments of 1997, P.L. 105-17, 20 U.S.C. 1400.
16. Johnson, L. J., and Pugach, M. C. (1996). The emerging third wave of collaboration: Beyond problem solving. In Stainback, W., and Stainback, S. (eds.), Controversial Issues Confronting Special Education: Divergent Perspectives, 2nd edn., Allyn & Bacon, Needham Heights, MA, pp. 197-204.
17. LaMontagne, M. J., Russell, G. W., and Janson, M. (1998). Transitions. In Johnson, L. J., La Montagne, M. J., Elgas, P. M., and Bauer, A. M. (eds.), Early Childhood Education Blending Theory, Blending Practice, Paul H. Brookes, Baltimore, MD, pp. 233-255.
18. LeAger, C., and Shapiro, E. (1995). Template matching as a strategy for assessment of and intervention for preschool students with disabilities. Top. Early Child. Spec. Educ. 15(2): 187-218.
19. Logan, K. R. (1996). The Research Instructional Lead Teacher (RILT) Model: A School System-University Collaboration (Funded by the U.S. Department of Education), Gwinnett County Public Schools, Lawrenceville, GA.
20. Love, J. M., Logue, M. E., Trudeau, J. V., and Thayer, K. (1992). Transitions to kindergarten in American schools, Final Report of the National Transition Study, U.S. Department of Education, Office of Policy and Planning, Washington, DC.
21. McLeskey, J., Henry, D., and Hodges, D. (1998). Inclusion: Where is it happening? Teaching Exceptional Child. 31(1): 4-11.
22. McLeskey, J., Henry, D., and Hodges, D. (1999). Inclusion: What progress is being made across disability categories? Teaching Exceptional Child. 31(3): 60-65.
23. Moomaw, S., and Hieronymus, B. (1995). More Than Counting, Red Leaf Press, St. Paul, MN.
24. National Association for the Education of Young Children (1996). Guidelines for Preparation of Early Childhood Professionals, Washington, DC.
25. National Association of Elementary School Principal (1990). Early Childhood Education and the Elementary School Principal: Standards for Quality School Programs for Young Children, Alexandria, VA.
26. Repetto, J. B., and Correa, V. I. (1996). Expanding views on transition. Exceptional Child. 62(6): 551-563.
27. Rice, M. L., and O'Brien, M. (1990). Transitions: Times of change and accommodation. Top. Early Child. Spec. Educ. 9(4): 1-14.
28. Rosenkoetter, S. E., Hains, A. H., and Fowler, S. A. (1994). Bridging Early Servicesfor Children With Special Needs and Their Families: A Practical Guide for Transition Planning. Paul H. Brookes, Baltimore, MD.
29. Rous, B., and Hallam, R. A. (1998). Easing the transition to Kindergarten: Assessment of social, behavioral, and functional skills in young children with disabilities. Young Exceptional Child. 1(4): 17-26.
30. Rous, B., Hemmeter, M. L., and Schusler, J. (1999). Evaluating the impact of the STEPS model on development of community-wide transition systems. J. Early Interv. 22(1): 38-50.
31. Rule, S., Fiechtl, B. J., and Innocenti, M. S. (1990). Preparation for transition to mainstreamed post-preschool environments: Development of a survival skills curriculum. Top. Early Child. Spec. Educ. 9: 78-90.
32. Sainato, D. M., and Lyon, S. R. (1989). Promoting successful mainstreaming transitions for handicapped preschool children. J. Early Interv. 13(4): 305-314.
33. Salisbury, C. (1997). School-based collaborative action research. In 13th Annual International Early Childhood Conference on Children with Special Needs (sponsored by the Council for Exceptional Children's Division for Early Childhood), New Orleans, LA, November 1997.
34. Turnbull, A., Turnbull, R., Garcia, S., and Markey, U. (1997). Institution-based participatory action research. In 3th Annual International Early Childhood Conference on Children with Special Needs (sponsored by the Council for Exceptional Children's Division for Early Childhood), New Orleans, LA, November 1997.
35. Walsh, J. (1989). Changes in kindergarten: Why here? why now? Early Child. Res. Q. 4:377-391.
36. Wolery, M. (1989). Transitions in early childhood special education: Issues and procedures. Focus Exceptional Child. 22(2): 116.