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Abstract
Transition between and among programs is a major part of the lives of young chil-dren and families. Results are presented from a national validation survey of early childhood and early childhood special education professionals of key practices that support the transition process as children leave early intervention and enter pre-school and as they leave preschool and enter kindergarten. A total of 21 practices were identified through a series of studies that included administrators, providers, and family members. Of the 21 practices, all were validated by 75% of the respond-ents, while 20 were validated by 90% or more of the 419 respondents. A descrip-tion of each practice is provided, along with specific examples of how the practice could be implemented across program types.
Document Type
Report
Publication Date
4-2008
Funding Information
NECTC is funded by the U.S. U.S. Department of Education, Office of Special Edu-cation Programs , Cooperative Agreement # H324V020031. However, the contents do not necessarily represent the positions or policies of the U.S. Department of Ed-ucation, Office of Special Education Programs, and you should not assume en-dorsement by the federal government.
Repository Citation
Rous, Beth S., "Recommended Transition Practices for Young Children and Families: National Validation Study" (2008). Educational Leadership Studies Faculty Publications. 9.
https://uknowledge.uky.edu/edl_facpub/9
Included in
Curriculum and Instruction Commons, Early Childhood Education Commons, Educational Leadership Commons
Notes/Citation Information
Rous, B. (2008). Recommended transition practices for young children and families: Results from a national validation survey (Technical Report No. 3). University of Kentucky, Human Development Institute, National Early Childhood Transition Center.