Parent Knowledge of Transition From Early Intervention to Public School Kindergarten

Abstract

Abstract Date Presented 03/27/20 During transition from early intervention to the public school system, the responsibility to advocate shifts to the parent. Parents need knowledge of special-education programming to advocate properly. A study examining parents’ knowledge of the transition found gaps in knowledge of special-education programming. The study also identified education level as a relevant factor to knowledge levels. OTs should empower parents to advocate for the educational needs of the child. Primary Author and Speaker: Andrea Brown Additional Authors and Speakers: Lauren Cherry, Sarah Matheny, Haley DeFlorian, Savannah Parrott, Libby Lane