Programming for Mainstream Kindergarten Success in Preschool: Teachers' Perceptions of Necessary Prerequisite Skills

Abstract

Kindergarten and preschool teachers' perceptions of the skills necessary for mainstreaming in kindergarten programs were compared using a survey methodology. The instructional strategies that these two groups of teachers use were also compared. The two groups were randomly selected from lists of kindergarten teachers and preschool programs in the state of New Jersey. The response rate was 70 % for each group. Results indicated that preschool teachers are more stringent in their perceptions of the skills necessary for mainstreaming in kindergarten than are the kindergarten teachers. Different instructional strategies are used by the groups of teachers. Results are discussed in terms of the interface between preschool programs for the handicapped and mainstream kindergarten programs.