Transition to Kindergarten for Children with Disabilities: Parent and Kindergarten Teacher Perceptions and Experiences.

This article focuses on parents' and kindergarten general education teachers' perceptions and experiences regarding the transition to kindergarten (TTK) for children with disabilities (CWD) from inclusive preschool settings. The study found that high-intensity transition practices—individualized and collaborative strategies such as transition planning meetings and home visits—are viewed as especially helpful but are infrequently used, while low-intensity practices like orientations are more common. Challenges identified include limited communication and collaboration between preschool and kindergarten staff and families, late assignment of kindergarten teachers to students, and significant ecological differences between preschool and kindergarten environments. Parents emphasized the importance of sharing their child’s and family’s unique histories to support successful transitions, and kindergarten teachers expressed a desire to be more involved in transition planning. The findings suggest a need for enhanced family-centered practices, earlier and more inclusive collaboration among educators, and potential policy development to better support TTK for CWD.