Transition through two models of early childhood special services.

Abstract

Parents of elementary age children with disabilities were surveyed to identify information and services to them as they and their children made transitions from early intervention and public preschool special education programs. Parents' concerns and favorite aspects of programs were also identified. Concerns included disagreements regarding the lack of choices given for services, lack of information provided on services, and lack of information provided on choices available. Differences between the first and second transition are discussed in terms of issues that improved over time and issues that worsened over time. Implications for improving communication and services during transitions are discussed. Recommendations for future research are also made.