The next step: Parent Perspectives of Transition to Preschool of Children with Disabilities

Abstract

An innovative project was established to support the transition of young children from their home-based early intervention program to a neighbourhood preschool. The project, called Stepping Stones, provides specialist staff for a small group of severely disabled children with the aim of gradually introducing them to the on-site preschool. The participation of parents, consistent with a family-centred philosophy, was an important part of the transition process. Parents and staff were interviewed in the second week of the project to identify initial concerns and information needs. A follow-up interview was undertaken six weeks later. Results suggest that the parents were not really sure about the educational objectives for non-disabled children at the preschool and therefore were uncertain about what to expect in terms of developmental gains for their disabled children in spite of their strong commitment to the general principles of inclusive practice. In preparation for transition, more time needs to be given to familiarising parents with the implicit educational goals of preschool programs and making these more explicit where necessary.