Four Early Childhood Teachers Reflect on Helping Children with Special Needs Make the Transition to Kindergarten

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, we 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. The earliest transitions children and their families may face are entering and leaving a preschool environment. Children with special needs and their families may experience even more anxious moments than others during transition. Child-focused centers create an environment for both the child and family members that supports them in this change.