Evaluating a district-wide kindergarten transition process for preschool children with special needs

Persistent Link:
http://hdl.handle.net/10150/284047
Title:
Evaluating a district-wide kindergarten transition process for preschool children with special needs
Author:
Parker-Martin, Pamela
Issue Date:
1999
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
The present study was an explorative summative program evaluation of the preschool to kindergarten transition process used by a school district in the Denver-metro area. Surveys were provided to parents, preschool staff, and elementary school staff who were involved in the transition process for 57 young children with special needs moving into kindergarten placements for the 1998-99 school year. Respondents were asked to indicate their satisfaction with, and identify the importance of, each specific transition activity within the transition process. Follow-up measures of reported satisfaction with, and importance of, various transition activities, as well as a measure of each child's adjustment to kindergarten was obtained from the respondents two months following the beginning of the school year. All respondents reported high levels of satisfaction with the overall transition process and rated nearly all of the individual transition activities as important to the overall transition process. However, parents were significantly more satisfied with the transition process than were the preschool or elementary school teams. In general, elementary school teams appeared less satisfied with their ability to understand the student's needs and family concerns, while preschool teams were less satisfied with their ability to make systemic decisions for their students. The data suggest that by incorporating a district-wide preschool to kindergarten transition process, parents and educators were able to provide satisfactory transitions for a group of young children with special needs. Limitations of the present study, as well as future directions for research, are also discussed.
Type:
text; Dissertation-Reproduction (electronic)
Keywords:
Education, Early Childhood.; Education, Educational Psychology.; Education, Special.
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Graduate College; Special Education, Rehabilitation, and School Psychology
Degree Grantor:
University of Arizona
Advisor:
Morris, Richard J.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_US
dc.titleEvaluating a district-wide kindergarten transition process for preschool children with special needsen_US
dc.creatorParker-Martin, Pamelaen_US
dc.contributor.authorParker-Martin, Pamelaen_US
dc.date.issued1999en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThe present study was an explorative summative program evaluation of the preschool to kindergarten transition process used by a school district in the Denver-metro area. Surveys were provided to parents, preschool staff, and elementary school staff who were involved in the transition process for 57 young children with special needs moving into kindergarten placements for the 1998-99 school year. Respondents were asked to indicate their satisfaction with, and identify the importance of, each specific transition activity within the transition process. Follow-up measures of reported satisfaction with, and importance of, various transition activities, as well as a measure of each child's adjustment to kindergarten was obtained from the respondents two months following the beginning of the school year. All respondents reported high levels of satisfaction with the overall transition process and rated nearly all of the individual transition activities as important to the overall transition process. However, parents were significantly more satisfied with the transition process than were the preschool or elementary school teams. In general, elementary school teams appeared less satisfied with their ability to understand the student's needs and family concerns, while preschool teams were less satisfied with their ability to make systemic decisions for their students. The data suggest that by incorporating a district-wide preschool to kindergarten transition process, parents and educators were able to provide satisfactory transitions for a group of young children with special needs. Limitations of the present study, as well as future directions for research, are also discussed.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.subjectEducation, Early Childhood.en_US
dc.subjectEducation, Educational Psychology.en_US
dc.subjectEducation, Special.en_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineSpecial Education, Rehabilitation, and School Psychologyen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorMorris, Richard J.en_US
dc.identifier.proquest9960244en_US
dc.identifier.bibrecord.b40272242en_US
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