Reconsidering Insider Status for Families During the Transition From Early Intervention to Preschool Special Education

Abstract

Scholars know little about families’ experiences when receiving related services and how these services affect the shift from a family-centered to an educational program. In this qualitative interview study, the authors explored the transition experiences of six families over a 3-month period, focusing on the role of related therapy services and therapists. In the metatheme titled The Outsiders, the authors discuss these families’ views of their changing roles as their children enter preschool programs. Families in this study felt removed from their former role as an integral member of their children’s intervention team once their children entered school. Based on these families’ reported experiences, the authors propose strategies for professionals to improve their communication with parents to help them during this transition.