The Transition from Early Intervention to Kindergarten: Parental Satisfaction and Involvement

Abstract

This study surveyed 91 parents of children who made the transition from early intervention programs into special education kindergartens. Parents were asked to complete a questionnaire about their involvement in, preparation for, and satisfaction with the transition process. Results indicate that most parents felt involved in the transition process and that they received more support from early intervention providers than from public schools. More educated parents felt the most satisfied; parents who were best prepared also tended to feel most satisfied. Suggestions for further research and implications for practice are given.