ARTICLE INFORMATION
Title:
Four Early Childhood Teachers Reflect on Helping Children with Special Needs Make the Transition to Kindergarten
Publication Date :
1998
Authors:
Jewett, Jan; Tertell, Liz; King-Taylor, Mary; Parker, Diane; Tertell, Lin; Orr, Marcia
Source:
The Elementary School Journal
Abstract:
Through writing journals, 4 experienced preschool and primary school teachers described the process of helping young children with special needs make the transition to kindergarten. Using narrative inquiry techniques, the authors collected and analyzed journal entries to identify categories of concerns and issues. Teachers' concerns focused on coping with the sense of overwhelming responsibility inherent in the task of transition, understanding and implementing the laws and regulations involved in transition of students in special education, learning about child and family needs, preparing students and families for smooth transitions, and collaborating with other professionals. In comparison to "best practice" recommendations available in the literature, which focused on the teacher roles of information liaison, supporter of families, advocate for systems improvement, and creator of curriculum continuity, the teachers emphasized personal issues and interpersonal skills such as collaboration and communication in assisting students and their families with transition. (PsycINFO Database Record (c) 2002 APA, all rights reserved)
Volume #:
98
Issue #:
4
Page Nos:
329-338
Link:
Population:
children w/disabilities- at risk for disabilities
Language:
Spanish
Ethnicity:
not specified
Focus Area:
Primary Focus Area:
Non-Research Category1:
Non-Research Category2:
Research
Research Category:
Research Category:
Sub Category 2:
Sub Category3:
Qualitative
Program
Child
Keywords:
Kindergarten; School Readiness; Special Needs Students; Teacher Attitudes; Interpersonal Relationship; Journal Writing; Primary Education; Student Adjustment; Student Needs; Teacher Role
Comments: