Planning School Transitions: Family and Professional Collaboration-Reference-Cited by-同舟云学术

Planning School Transitions: Family and Professional Collaboration

Published:1988-04 Issue:2 Volume:12 Page:108-115
ISSN:0885-3460
Container-title:Journal of the Division for Early Childhood
language:en
Short-container-title:Journal of the Division for Early Childhood

Author:

Higgins Hains Ann¹,Fowler Susan A.²,Chandler Lynette K.³

Affiliation:

1. Department of Exceptional Education at the University of Wisconsin-Milwaukee

2. Bureau of Child Research, at the University of Kansas in Lawrence

3. Department of Human Development and Family Life

Abstract

The following paper addresses some of the key issues involved in planning transitions for young handicapped children who are moving from special education preschool programs to mainstreamed kindergarten placements. The roles of the child, family, sending and receiving teachers, and educational agencies are discussed. Activities to encourage successful transitions and to support collaborative planning efforts are suggested.

Publisher

SAGE Publications

Link

http://journals.sagepub.com/doi/pdf/10.1177/105381518801200202

Reference39 articles.

1. Neatness counts: Effects of direct instruction and self-monitoring on the transfer of neat-paper skills to nontraining settings

2. An assessment of student and teacher behavior in treatment and mainstreamed classes for preschool and kindergarten

3. Assessing Family Needs: The First Step in Providing Family-Focused Intervention

4. Effects of Academic Survival Skill Training on Low Achieving First Graders1

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2. Examining the expectations of early years’ teachers in the U.A.E. regarding a successful start to school for children with and without special educational needs;Early Child Development and Care;2018-06-06

3. Challenges for Children with Special Health Needs at the Time of Transition to School;Advances in Early Childhood and K-12 Education;2016

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