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The Evolution of Transition Policy for Young Children with Special Needs and Their Families

Past, Present, and Future

Oregon State University, Sharon.Rosenkoetter{at}orst.edu

Kathy T. Whaley

National Early Childhood Technical Assistance System (NECTAS) at the University of North Carolina-Chapel Hill

Ann H. Hains

University of Wisconsin at Milwaukee

Luzanne Pierce

NECTAS at the National Association of State Directors of Special Education

Early childhood transition policies provide an excellent case study of the types of events that can lead to policy change over time. This article describes the types of early childhood transitions that have received policy development and the types that remain unguided by federal or state policy. Some of the influences on the evolution of transition policy, including model demonstration and technical assistance projects, research data, and positions of professional organizations are examined. The authors suggest that bidirectional influences on transition policy have connected the decisions of policymakers at multiple levels with the actions and advocacy of family and practitioner stakeholders. New federal policies have stimulated state policy development. The article describes current challenges to effective transitions in early childhood and explores the characteristics of guidelines that may make a positive difference for young children and families in transition. Finally, the authors suggest areas in which additional research and policies might improve transitions for children, families, and service providers.

Topics in Early Childhood Special Education, Vol. 21, No. 1, 3-15 (2001)
DOI: 10.1177/027112140102100101


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