Transition Class: A Bridge from Early Intervention to Early Childhood Special Education

Abstract

ABSTRACT Transitions are widely acknowledged to present challenges for young children with special needs. In the US system, the transition from early intervention (EI; services for children aged 0–3) to early childhood special education services (ECSE; services for preschool children) is a process known to cause uncertainty and anxiety for families. This paper describes a transition class offered by a midwestern US EI agency; children receiving EI services are eligible to participate beginning at age 2;6. Agency personnel chart the children’s progress each week. For this study, researchers reviewed de-identified weekly progress reports for the 40 transition class participants who attended at least 6 class sessions. Class participants demonstrated highly significant changes across time in their tolerance for separation from parents/caregivers and their participation in structured class activities. These preliminary findings suggest that a structured class with familiar service providers may support young children in acquiring skills they will need for a successful transition to ECSE.