Preschool integration: Parental values and perceptions

Abstract

The move into the preschool represents the first of many transitions for children with developmental disabilities or delay and for their families. The present study examined the transition process for 111 children as reported by their parents. The data indicate that clear relationships exist between parental evaluations of the success of the integration and the four following factors: parental involvement in the transition process, continuing support from the early intervention service, the degree to which parents perceive themselves as equal members of the preschool group and the degree of congruence among the goals expressed by the parents, the preschool teachers and the early intervention workers. The implications of the findings for best practices are explored.