Date of Conferral

2021

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Maryanne H. Longo

Abstract

Students with disabilities (SWDs) and their parents, teachers, and early intervention service providers face problem in a southern state about the transition process from Pre-K to Kindergarten. During transition SWDs and the stakeholders experience challenges with the Individual Educational Program, the physical environment of the new classroom, and new relationships resulting in delays or gaps in required services. The purpose of this bounded qualitative case study was to explore the perspectives of parents, teachers, and service providers on transitioning SWDs from Pre-K to Kindergarten and factors that influence the transition process. This study was guided by Bronfenbrenner’s bioecological model of process person context time, and Rimm-Kaufman and Pianta’s transition model. A purposeful sample of 12 participants: four parents, four teachers, and four service providers, who worked with SWDs for at least one year or within a 10-month calendar school year, participated in semistructured interviews. Data were analyzed through coding and theme development. Participants shared the need for (a) maintaining relationships and classroom involvement, (b) training and/or support services, and (c) preparation and consistency with transition practices and identified communication and collaboration barriers among participants. Based on the findings, it is recommended that teachers and service providers follow the same teaching methods and curriculum, outline and use steps for transition, and incorporate communication and collaboration through training for all stakeholders to ensure the continuation of support services. These endeavors may lead to positive social change when stakeholders are involved in collaborative efforts to overcome transition delays for SWDs; thus, reducing delays or gaps in required services for SWDs.

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