Transition from Early Intervention to Preschool Special Education Services: Family-Centered Practice That Promotes Positive Outcomes

Abstract

The transition to preschool special education is challenging for parents, children, and professionals. Occupational therapists who work in schools often serve an important role for families during their children's transitions from family-centered, early intervention services to child-centered, educationally relevant programs. In this article, we propose that the values underlying Bronfenbrenner's bioecological model work in concordance with those of occupational therapy and can serve as a framework from which therapists in schools can work with families to ease the stresses of transitioning into preschool. We also provide recommendations that support use of family-centered practice by occupational therapists during this transition.