The Transition to Kindergarten for Young Children with Special Needs : An Overview

Transcription

1 The Transition to Kindergarten for Young Children with Special Needs : An Overview By Hyun-Ah Seo (KyungSung University) Mi-Ra Kang (BK21 Project Force of Special Education) I. Introduction Educators and care providers of all children must plan for transition from one school or child care setting to the next one, because this move signals a major change for the child and the family from familiar and secure surroundings to a new, unknown setting. However in the case of children with special needs, they experience disappointment at the entering of kindergarten even before grammar school. At this time the child and the family may exhibits serious stress needing more social assistance (Seo & Kang, 2001). After the family, the school is likely to be the most profound influence in a child's life. Moreover, the family-school relationship greatly influences how well a child adjusts to school and how much a child benefits from school. In fact, the family-school relationship really begins before the child enters the classroom and is expressed in the way the family talks about and prepares the child for school specific compensatory strategies are likely to be needed (Alexander & Entwistle, 1988). The study of transitions in. educational research has generally focused on the shift from school programs to work programs for developmentally delayed teenagers and young adults. Two critical transitions, however, have been identified for young children in the preschool years: the entry into preschool and exiting from preschool in

2 order to enter kindergarten (Hanline, 1993). Historically, concern for young children has focused primarily on the transition from kindergarten to first grade, but with increased emphasis on the development of early childhood programs, an even more critical time has been identified as the transition between preschool and kindergarten (Caldwell, 1991). More recently, one of the recommendations for implementing the Individuals with Disabilities Education Act (IDEA) at the preschool level requires public schools to address several "urgent issues" including the need for creating transition plans for young children with special needs moving into kindergarten programs (Gottwald & Pardy, 1997). During 1990, in the U.S., transition services were mostly aimed at helping junior high school students graduate high school and transition into the community or professional society. Today, however, there are multiple efforts to increase the awareness of the importance and application toward the appropriate inclusion of children with special need and assisting the move within institution or school system. Following these changes, there is an increased interest in the study of transition for children with special needs to specially kindergartens. However, When moving the education process from preschool to kindergarten and grammar school, the criterions for a successful transition and cooperation among the family, teachers, and institution have not been sufficiently studied. Furthermore, this study was to overview the related literature study and researches which is done before for a successful transition of children with special needs to kindergarten and assist locations at schools and kindergarten striving for integrated education. Specific study goals are as follows. First, reveal the definition of the terminology of transition to kindergarten and goal of the transition. Second, construct a model of kindergarten transition for children with special needs.

3 II. The definition of transition to kindergarten and goal of the transition. The teacher in charge of the early childhood education of a special needs child and the parents need to plan before transitioning the child from the daycare center. Early childhood special education teachers are especially interested in the transition from a early childhood education environment to kindergarten. This is due to the importance of changing to the new kindergarten environment. The following aims to reveal the definition of the terminology regarding transition and the goal and trait of a successful transition. 1. The definition of the terminology of transition to kindergarten Coleman (1993) has provided a definition of transition that is specific to early childhood special education. She defines transition as: "...the purposeful, organized process of helping children who are at-risk or have developmental disabilities move from one program to the next, such as from the hospital to home, or from an infant developmental program to a preschool program for children with special needs. The child's parents and multidisciplinary team are involved in the process of selecting the program/class that would best meet the child's needs and in preparing for the change"(p.303). While, Wolery(1989) has identified three types of transitions found within early childhood special education programs: developmental transitions, nondevelopmental transitions, and within-class transitions. Developmental transitions are sequential and often age-based changes such as moving from an infant program into a preschool setting or moving within a program from a younger to an older peer group. Nondevelopmental transitions are less common than developmental transitions. Nondevelopmental transitions occur within each age group and usually involve movement from one program to another based on the level of restrictiveness. One example might be moving from a program with only special needs students into a more integrated setting in order to facilitate peer relationships. The other type.of transition, within-class transitions, refers to the movement from one activity to another within a classroom. For example, moving from a storybook activity to a gross motor activity

4 would be considered a within-class transition. According to Wolery's categories, the process of moving from preschool to kindergarten would be considered a developmental transition. It was also seen from the view of ecological trait there the interaction before the sub -system which an individual function can be divided(separate) by: there following 1) transition from early intervention to school program 2) transition from limited educational environment to one less limited transition 3) vocational or high-school education and preparation for independent living According to social system theory, early transition toward a new environment not achieved on one's own but one's has increase development potential if the transition is made with the participated of the previous environment. Providing a stable continuum of educational services that allows for "seamless learning" for young typically developing children implies an important rationale for studying the transition process between preschool and kindergarten. Transitions that are most likely to create difficulties for children are those that occur at an early age, are abrupt, discontinuous, and occur in situations where the experiences of one setting do not prepare the child for the next setting (Love & Yelton, 1989). Love and Yelton suggest focusing attention on creating greater continuity between preschool and kindergarten services as a means of improving the transition. Moreover, Rosenkoetter (1995) has argued that the goal of transition should be to create as much continuity as possible for young children entering kindergarten by developing a partnership among families, schools, and communities that is aimed at facilitating preschool-to-kindergarten~ transitions.

5 2. Goal and trait of successful transition. Successful transitions from one program to another and preparation of the child for next educational environment are important goals for early childhood special education planning. The transition process can be a positive experience by presenting children and their families with new opportunities for growth and development. However, the. transition from early childhood special education programs to kindergarten may create stress and present many challenges for the child, family and professionals. To lead this type of transition a successful experience, Grigal and colleagues (1997) reported 10 most important point of a transition service. Among these, the most important point that must be constitute in kindergarten education are early planning, cooperation of institution, individual transition play focus of integrated education, continuing staff development, and evaluation of the transition program. In order for the transition to be a positive experience, seven goals of successful transitions have been identified by Conn-Powers, Ross-Allen and Holburn(l990). (1). To promote the speedy adjustment of the child and family to the new setting. (2). To enhance the child's independent and successful participation in the new educational setting. (3). To promote collaboration among all participants in the transition process. (4). To support and empower the family in the transition process. (5). To ensure continuity of appropriate services in the least restrictive environments.

6 (6). To increase satisfaction of all the participants with the outcomes of the transition as well as the transition process itself. (7). To increase the likelihood that a child is placed and maintained in the general education kindergarten and the elementary school mainstream. Successful transitions have been characterized by Ramey and Ramey (1995) as consisting of multiple features, including (1). Children's positive attitudes toward learning, school, teachers, and peers (2). Children's maintenance of prior skills and acquisition of new academic and social skills (3). Parents' positive attitudes toward and active involvement with their children's school and learning (4). Teachers' provision of developmentally appropriate experiences for individual children and creation of a classroom environment that positively values individual differences and cultural diversity (5). A community that provides the supports for positive transition experiences, such as increased cooperation and coordination across agencies and service providers in promoting children' s health, social development, academic progress, and positive self-esteem

7 Figure1. Successful transitions from: Ramey & Ramey, (1999). Beginning School for Children at Risk. pp Figure1. displays schematically the general framework that is used for successful transitions. This framework is incorporated into a larger conceptualization that emphasizes Systematic variations in children, families, schools, and communities. III. Transition Model for Children with Special Needs Caldwell (1991), for example, has suggested that while development is continuous, educational systems are not and are marked by a definite discontinuity between levels and Systems. Moving from one level of education to another (e.g., preschool to kindergarten, primary school to middle school, or middle school to high school) involves moving into a new culture or ecology with a different set of norms, procedures and requirements, which, according to Caldwell, does not lend itself easily to promoting continuity.

8 The concept of continuity, however, can extend beyond the simple continuation of services. Continuity is described as a principle of development while transitions are the strategies used to promote continuity (Kagan, 1991). According to Kagan, is addressed by the basic agreement that early childhood instruction must transcend anyone particular curricular approach and encompass more than the cognitive domain. Early childhood educators have only recently begun to address the issue of discontinuity collaboratively according to Kagan. For decades, there has been concern about the lack of collaboration between preschools, kindergartens, and elementary schools, as well as the effect that such discontinuity had on children (Kagan, 1991). Here The transition conceptual model(ramey & Ramey,1999) and the transition model with emphasis on skills preparation for a successful transition, and the transition model with emphasis on social -ecological point of view will be analyzed. 1. The Transition Conceptual Model In recognition of the many and diverse forces that have an impact on the likelihood of successful school transitions, and as a guide for more comprehensive research into the transition process, the Transition Conceptual Model was created(ramey & Ramey, 1999). This model derives from a social-ecological perspective on the development of children within a developmental Systems theory framework. Figure 2 presents a composite picture of the multiple contemporary influences hypothesized as important in determining the developmental quality of children' s and families I transition experiences. Represented within this figure are key concepts of developmental systems theory, namely context, process, and outcomes. Child outcomes are shown as embedded within and influenced by the family's outcomes. Both the child and family are shown as embedded within the context of the community, especially the availability and quality of preschool and school programs, social and health services, and community resources related to learning. A basic premise in this framework is that the child, family, school, and the community are all involved in this transition. Furthermore, the successful adjustment of both the family and the child as well as the school and the community is assumed to be affected by similar mediating influences. These mediating influences have been grouped into eight major domains (spheres ), although these are recognized as nondiscrete and overlapping to some unknown degree.

9 from Ramey & Ramey, (1999). Beginning School for Children at Risk. pp.222 ( Key:..supportive influences and protective factors, q stressors and risk factors. ) Accordingly, positive transition outcomes for children and families are expected to relate to the degree to which these eight domains of functioning(figure 2.) are present in their lives, as evidenced by the following list:

10 (1). SURVIVAL RESOURCES are adequate to meet the child's and family's needs. (2). Good physical and mental HEALTH and health practices prevail. (3). Individuals have a sense of SECURITY. (4). The child and family have a positive and realistic SELF-CONCEPT. (5). Positive MOTIVAT10N, EXPECTATI0NS, AND VALUES exist to do well in school. (6). Individuals have good SOCIAL SUPPORT to facilitate the transition to school. (7). The child and family have GOOD COMMUNICATION, both among them-selves and with those concerned with transition to school(e.g.. teachers peers, service providers). (8). The child and family have those BASIC SKILLS that are considered essential to do well, such as everyday living, social-emotional, school and academic. and job-related skills. In the Transition Conceptual Model, these eight domains of influence are thought of as the proximal factors in the overall system. In turn, these domains are conceptualized as intertwined with and directly influenced by the everyday supports and community resources referred to as the community context. The processes in this model include the behavioral and cognitively mediated transactions that occur among children and families with individuals and agencies (broadly construed) in their communities. In Figure 2, these transactions are graphically represented as arrows - potentially involving supportive processes or protective factors and/or stressors or risk factors. Similarly, some of the transactional processes that occur between children and parents may contribute to positive developmental outcomes, whereas others may have

11 negative effects or may prevent a child from benefiting from other available supports outside the family. The number and extent of these factors are empirical issues for particular populations at given points in history.from that analytical process, new insights might be generated concerning causal pathways that might help to refine the Transition Conceptual Model into a more time-distributed model with a more refined cascade of causal influences among the domains. The Transition Conceptual Model is intended to illustrate the importance of thinking about development in terms of both environmental context and specific spheres of influence mediated by specific developmental processes. What is not lustrated are direct lines of influence between specific contextual factors and specific outcomes, because multiple processes in all likelihood affect more than one outcome. Thus, this conceptual framework underscores the importance of assessing a family's and a child's initial status and their community context, so that what they need for a successful transition can be identified and provided. In addition to supporting the provision of individualized interventions, this framework is also compatible with the idea that outcomes need to be interpreted in a more differentiated or individualized family -and child -specific manner than they have been transitionally. 2. Models of Transition Skills Preparation In 1987, the U.S. Department of Health and Human Services published a booklet designed for early childhood teachers and administrators that was designed to ease the transition from preschool to kindergarten. Although not developed specifically for developmentally delayed children, the booklet has implications for disabled as well as non-disabled young children. The booklet defined four "keys to a successful transition"(p.5) and recommends that educational staff in both settings play equally important roles in ensuring a smooth transition. The four keys were:

12 (I). providing program continuity through developmentally appropriate curricula for preschool and kindergarten children, (2). maintaining on-going communication and cooperation between preschool and kindergarten staff, (3). preparing children for transition, (4). involving parents in the transition.(p.5) Specific transition activities were described and include the following: (1) the need to understand how young children learn and what are developmentally appropriate practices; (2) the importance of providing opportunities for communication and cooperation between sending and receiving staff members through such activities as open houses, visitations, or through committee participation; (3) the need to prepare children through visitations, storybooks, dramatic play, and planning; and, (4) how to involve parents by providing them with information about their child and about the transition process, encouraging their participation and attendance at transition events, and arranging for them to visit the new school. In other study, Fowler et al. (1991) have considered the special needs of disabled preschool children and have provided suggestions for successful transition. In one discussion, Fowler presented a general model for preschool transition that focused on ensuring educational success in the receiving kindergarten program. She recommended a process that first entailed identifying the differences between preschool and kindergarten. The next step consisted of preparing the children for transition by teaching them the specific skills necessary to function in the kindergarten classroom including basic social and self-help skills. A third component of her model was to establish and maintain communication between the preschool and kindergarten teachers before, during, and after each child' s transition. Chandler (1993) focused more on preparing the child and family for the move to the new program and supporting them as they adjust to the new program. Chandler suggested that this could be accomplished by developing a list of skills necessary for successful transition into kindergarten and then developing methods for teaching these skills. Chandler identified four general categories of transition skills related to a successful transition: (1). social behaviors and classroom conduct; (2). communication behaviors; (3). task-related behaviors; and, (4). self-help behaviors. Transition skills related to a successful transition are as follows.

13 Figure3. Transition Skills Related Successful Transition from Preschool to Kindergarten. from Chandler, L. K. (1993). Steps in preparing for transition. Teaching Exceptional Children, 25, pp.54.

14 Transition skills are the skills and behaviors that a child will need to cope with the requirements of the new program. Figure 3 lists some common transition skills. Teachers have identified transition skills as more important to transition success than academic skills. This may be because children with poor transition skills tend to require inordinate amounts of time as teachers provide extra assistance, attention, and instruction related to transition skills deficits. Children with poor transition skills also tend to have difficulty interacting with peers and staying on task, and they may have poor self-esteem. These children also may exhibit behavior problems and be referred for evaluation or segregated placement. While. Chandler focused on specific steps for preparing children for transition, she also recommended encouraging parent involvement. Lastly, she indicated the importance of having the receiving teachers adopt the strategies and methods used in the preschool setting ~o support generalization. In the review of the research literature, Atwater et al. (1994) summarized that teaching functional skills for transition remains an important element for kindergarten success. The authors cautioned, however, that the skills that need to he taught will vary depending upon the developmental level of the disabled child and the programs involved Atwater et al. suggested that transition activities focus on teaching functional learning "readiness" skills such as being able to attend, participate in a group, follow directions, and behaviors associated with engaging in self-directed learning activities. Transition activities should also focus on moving the child toward increasing independence within an inclusionary setting with particular emphasis on play and social skills. More recently, Bruder and Chandler (1996) identified four primary components of transition for young children with special needs. The first component addressed the role of state and local agencies and recommended the development of cooperative arrangements among agencies to facilitate transition. State and local agencies also need formal communication mechanisms according to the authors to ensure the giving and receiving of information necessary for transition. Agencies also need time for planning and preparation. The second component in Bruder and Chandler's model addressed the role of the family and other caregivers. This group needs to be informed early of upcoming transitions and families should be able to initiate transitions by requesting a change in service delivery.families and caregivers need comprehensive information about the transition process and should have the opportunity to visit program options and to meet jointly with their child's sending and receiving teams. Bruder and Chandler recommended training for service providers regarding transition

15 and working with families. They also suggested that a service coordinator is assigned to each family to assume the key role of a contact person to help families understand transition and service delivery procedures. The third component identified by Bruder and Chandler addressed the roles of the sending and receiving service delivery teams. All service providers must be familiar with transition policies and practices and should he knowledgeable of services options and resources. Bruder and Chandler also recommended that service providers visit each others' programs and share information regarding their observations. An additional point was made by the authors that requires receiving teams to Lake the initiative in preparing any other individuals for the child' s transition including the children that will be in t4e child' s classroom. The final component of Bruder and Chandler's model addressed the role of the child by identifying important skills necessary for the child to transition successfully into the new program and then incorporating these skills into the child's current program in order to prepare their for the next setting. Additional critical topics for transition, according to Bruder and Chandler, included having administrative support for planning, personnel training around transition issues, and the evaluation of the transition process. The authors argued that evaluating the transition process is often the weakest part of the transition plan but should be considered a critical piece of any transition plan. As described by Bruder and Chandler, evaluation of the transition plan should include both formative and summative measures of each component of the transition process. Evaluation of the transition plan should also include a follow-up measure that determines the family's and child's adjustment after the child has begun the new program. Finally, the authors contended that transition must be seen as a continuation of a child's intervention plan and not as an isolated process. 3. The Ecological Perspective Bronfenbrenner explained transition in 3 steps. The first step is the relationship between the interaction of pre existing circumstance before the actional transition and the previous relationship can greatly influence the attitude and expectations of the child's expected activity in the new environment. The second step, the family system is reconstructed. There is a change in the expectations and attitude of the family members towards the child. In the third step there is a change after transition in the relationships between the family and school, child and school/family or child and family.

16 To simplify these transition processes, Bronfenbrenner saw that efforts were needed to important period the interaction of every aspect of the child' s present environment and transition environment. Using the ecological-developmental perspective, Diamond et al. (1988) sought to create and support linkages between home, preschool, and the receiving program through a 15-step transition process that began in September of the child's last year in preschool and concluded with a follow-up Step in October of the child's kindergarten year. The first step jnvolved planning for transition early in the school year and using the Individualized Education Program (IEP) as a mechanism for preparing the child for the next least restrictive educational setting. The model then proposed several steps for developing communication between the preschool, family, and the receiving program. Toward the end of the school year, a formal multidisciplinary team meeting was held with the parents to determine placement and develop a new IEP. The process concluded with a follow-up contact with the parents approximately one month after the child has begun kindergarten. By considering the child's home, preschool, and future kindergarten program in the transition process, it was assumed the transition. would be less likely to breakdown and would be more likely to be a smooth and successful change for the child, family and school. Rice and O'Brien (1900) have suggested that in general, "no consistent theoretical framework has guided work in the area of transition"p.2). According to Rice and O'Brien, a comprehensive transition model would include the child, family, and school aspects but would also incorporate influential social and cultural factors and how all of these facets interact. This perspective follows the "ecoculturai niche" model supported by Rice and O'Brien which views the child as a member of a family which is in turn, a part of a broader social and cultural community. More recently, Wilson (1998) has posited a transition model based on careful planning at the agency, direct service, and family levels. Such planning can provide a " safety net" for families according to Wilson that should allow for an overlap of services and supports while the child adjusts to the new program. At the agency level, Wilson recommended interagency collaboration with a written transition plan developed for each family based upon written agreements among the agencies that reflect a shared philosophy, as well as shared responsibilities and resources. At the direct service level, information between the sending and receiving teams is exchanged regarding the child

17 and the program and visits are made to each other's programs. At this time, the skills necessary for a successful transition are identified for the child and incorporated into their current program. At the family level, parents are given the opportunity to participate in all aspects of the transition process. As described by Wilson, families are kept fully informed and are encouraged to visit program options for their child, meet new staff, and foster the skills necessary for transition identified for their child. Wilson also indicated that a transition plan should include current evaluation of the child, a discussion of possible options for placement, visits made to those program options, the selection of the program, the verification of the child's eligibility for continued services, completion of an application or registration for enrollment in the selected program, preparation of the child and receiving program, and monitoring of the child and family's adjustment to the new program. IV. Conclusions and Suggestions for Future Research Because transition in early childhood is preparation for all future transition in life, it can be said to be an important period not only for special needs children but children without special need. This period can also be a difficult one for the family and so it is necessary to develop a will thought out plan for transition from a preschool environment to a kindergarten to help meet the needs of the child and family. The results derived from related literature study and research done before regarding transition of special needs children are as follows. First, although transition services are focused on the transition of junior high school students through H.S. graduation and society, early childhood transition describes the process of transition from a preschool educational environment to a kindergarten/grammar school educational process, second, for a successful transition, the child's self-help and participation must increase in the new environment and the satisfaction of all members involved in the process must be high. Further more the continuation of the service should be guaranteed in a least restricted environment, finally resulting in the continuation towards adolescent and adult transition.

18 Third, the Ramey and Ramey transition conceptional model slows the temporary influence of what can be seen as an important factor in deciding the quality of the appropriate transition experience for development. The basic aspect of this model is that it includes the child, family, and community in the child's transition. Fourth, for a successful transition, it is considered important to develop transition skills and teach them to special needs children and families in order for them to adjust to new programs. Also during preparation of transition skills by the children parent participation is being recommended. Fifth, in the ecological model the child is considered a member of the family and consider as a part of cultural community and a more broad society. Next the interaction between one of the child's many present environment and transitioning environment can help child adjusts to the new program. Here following the agreement, the plan developed for the individual family and cooperation is suggested to the institution and service organization. Using the referenced related literature study and research which is done before as background the following studies on the kindergarten transition of children with special needs are proposed. First, it is considered necessary to provide.'criterion of transition" regarding the transition process of korea's integrated kindergartens by basic the case study about the successful kindergarten of children with special needs. Second, it is necessary to evaluate the satisfaction level of the participation(child and parents, transition staff) involved in the transition process.

19 Third, for a smooth transition and timely adjustment there needs to be studies regarding communication and cooperation between the sending daycare center teacher and the receiving kindergarten teacher and the communication and cooperation within the kindergarten between the teacher and special education teacher. Through related literature and research which is done before on the successful kindergarten transition of children with special needs, this study aimed to help those preschool teachers and kindergartens working towards integrated education. Specifically, first the definition of terminology regarding transition to kindergarten and goals of the transition were studied and secondly a model was overviewed for the transition of children with special needs. The conclusions derived from study of related literature and research of a special needs child's transition to kindergarten were the following. First, moving from daycare center and preschool environment to kindergarten or from kindergarten program to a public school program can give a big chance to the special need child and family and during this time it is necessary to provide a detailed ITP. The good of a successful transition is for a positive transition experience to support integrated education and continue onto successful transition in adolescence and adulthood. Second, the kindergarten transition concept model includes in the community aspect the child and family providing the ability to estimate positive transition results from functional aspect and in the transition to kindergarten model, the child I s basic transition skills are emphasized Furthermore the participation of the parents and communication between cooperation, educational institution are emphasized. Finally further studies regarding the transition to kindergarten of children with special needs are proposed.

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