Research has linked a positive start to school with enhanced long-term educational outcomes (Dockett, 2018; Entwisle, Alexander & Olson 2005; Sayers et al. 2012). Thus, it is not surprising that the transition to Kindergarten, and in so, to the public education system is both a stressful and exciting time for children and parents. The move to kindergarten represents a large change for children, one that can set the tone of development for many years to come (Dockett, 2018; Schulting, Malone, & Dodge, 2005). For children with ASD, transitions can be particularly difficult (Gargiulo & Bouck, 2018). This includes both micro-transitions, moving from one activity to another, as well as much larger transitions such as moving from preschool to kindergarten.
In best practice, the process of transition should be collaborative, deliberate, and gradual. This includes the transitioning agencies (e.g., preschool, kindergarten) as well as the families. Such collaborative effort is even more necessary when considering the unique needs of students with disabilities. Research has shown that parent involvement is important for a successful transition (Schulting, Malone, & Dodge, 2005; Janus, Lefort, Cameron, & Kopechanski, 2007). Although, past studies have shown shortfalls in both agency to agency and agency to parent collaboration (e.g., Daley, Munk, & Carlson, 2011; Siddiqua, & Janus, 2017). Additionally, these transition-centered communications and activities have been predicted by family SES (Daley, Munk, & Carlson, 2011; Schulting, Malone, & Dodge, 2005). In essence, students who need the most support, those with disabilities and in underserved populations, may be getting the least.
While a great deal of literature has focused on best practices in transition, some of which includes the specific needs of students with disabilities and their families, little to none explores the unique issues for families, from underserved populations, of children with ASD. This project aims to do just that.
In best practice, the process of transition should be collaborative, deliberate, and gradual. This includes the transitioning agencies (e.g., preschool, kindergarten) as well as the families. Such collaborative effort is even more necessary when considering the unique needs of students with disabilities. Research has shown that parent involvement is important for a successful transition (Schulting, Malone, & Dodge, 2005; Janus, Lefort, Cameron, & Kopechanski, 2007). Although, past studies have shown shortfalls in both agency to agency and agency to parent collaboration (e.g., Daley, Munk, & Carlson, 2011; Siddiqua, & Janus, 2017). Additionally, these transition-centered communications and activities have been predicted by family SES (Daley, Munk, & Carlson, 2011; Schulting, Malone, & Dodge, 2005). In essence, students who need the most support, those with disabilities and in underserved populations, may be getting the least.
While a great deal of literature has focused on best practices in transition, some of which includes the specific needs of students with disabilities and their families, little to none explores the unique issues for families, from underserved populations, of children with ASD. This project aims to do just that.
Project Team
Jordan Shurr, PhD
Dawei Yang, MEd
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Kristy Timmons, PhD
Maria Shaikh, MEd
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Alana Butler, PhD
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