Abstract
The purpose of this paper is to provide the background for Project Pre-K: Transitioning Preschool Children with Developmental Concerns to Kindergarten, and discuss the ecological characteristics of inclusive kindergarten programs. Data were collected in 11 inclusive kindergarten programs in one urban county in southwestern Ohio using the Kindergarten Visit Checklist and field notes. Ecological characteristics observed included seating routines, group activities, seat work, curriculum, expectations of the child, and evidence of special services provided. Results indicated that the inclusive kindergarten programs observed were organized with a contemporary, elementary school program orientation (table work, teacher directed, assigned activities, use of workbooks and skill sheets, limited choice time, etc.). Implications of these results for children with developmental concerns transitioning from preschool to kindergarten are discussed.
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