Abstract
This qualitative interview study explores the personal narratives of parents of children with disabilities regarding the transition of their child to kindergarten. Informed by Bronfenbrenner’s Ecological Systems Theory, we conducted six parent interviews during the kindergarten year to collect insights about their experiences, challenges, and sources of support. This study aimed to inform the development of effective practices that support families during this critical transition period. Through reflexive thematic analysis, we identified several themes from the data, which include: (1) challenges in understanding the Individualized Education Program (IEP) and the transition process, (2) the value of parent-to-parent support networks, (3) obstacles faced in the kindergarten setting, and (4) perceptions of bias and managing expectations. The study underscores the importance of environmental contexts in these transitions. Key implications from our findings include advocating for enhancing parental support through means such as advocacy training, bolstering peer support, and offering mentorship programs. This research suggests the potential benefits of strategies tailored to the unique needs of families and communities, aiming to foster more effective kindergarten transitions for children with disabilities.
Plain Language Summary
Moving a child with a disability from preschool to kindergarten can be a tough time for parents. Many worry about whether their child will be able to meet the new academic demands. Some parents feel like they’re not getting enough support and don’t know how to advocate for their child’s needs.
In this project, we wanted to understand what parents of children with disabilities go through during this transition. We wanted to hear about their personal experiences, the challenges they faced, and the help they received from others.
We talked to six parents from a disability support program using video chats. We asked them about their experiences with their child's move to kindergarten. In this paper, we share what these parents told us and point out some common experiences they had.
From listening to their stories, we noticed that they had many similar experiences. They all struggled to understand the transition process and found it helpful to connect with other parents for support. They also talked about the challenges their children faced in the kindergarten classroom and how their expectations had to change because of their child’s disability.
This study is small, with most parents having children with similar disabilities and being White. It would be useful to also talk to parents of children with different disabilities and from different ethnic backgrounds to get a fuller picture. However, this study does provide valuable insights into what parents go through and could help schools improve the transition process for everyone.
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Recommended Citation
Alberque, Kari and Matthews, Somer
(2024)
"Exploring Parental Perspectives on the Transition to Kindergarten for Children with Disabilities,"
Developmental Disabilities Network Journal: Vol. 4:
Iss.
2, Article 2.
DOI: 10.59620/2694-1104.1088
Available at:
https://digitalcommons.usu.edu/ddnj/vol4/iss2/2
Included in
Early Childhood Education Commons, Social Work Commons, Special Education and Teaching Commons