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Topics in Early Childhood Special Education
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Parent Education: Easing the Transition to Preschool

Phyllis Spiegel-McGill

Deborah J. Reed

Claire S. Konig

Patricia A. McGowan

Skidmore College

In most states, the implementation of P.L. 99--457 will require families having 3-year-olds with special education needs to experience transition from early intervention infant programs to special education preschool programs. The proposed regulations for P.L. 99--457 require that a transition plan be part of each Individualized Family Service Plan (IFSP), although the regulations provide little detail regarding its implementation. The transition model described in this case study focuses on educating and empowering parents to become long-term, independent, informed advocates for their children. This parent education program is centered around a series of six parent workshops conducted by the infant program staff 6 months prior to the children's transition. The workshops include presentations by the infant staff, group discussions, and handouts. As a follow-up to the individual workshops, transition assistance is provided to each family individually by the home-based teachers. Parents' evaluations indicate high levels of satisfaction. Implications for selecting transition plans for families are discussed.

Topics in Early Childhood Special Education, Vol. 9, No. 4, 66-77 (1990)
DOI: 10.1177/027112149000900407
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