STARTING KINDERGARTEN: TRANSITION ISSUES FOR CHILDREN WITH SPECIAL NEEDS

Q3 Social Sciences

Canadian Journal of Education Pub Date : 2007-01-01 DOI:10.2307/20466656

M. Janus, J. Lefort, R. Cameron, L. Kopechanski

引用次数: 83

Abstract

To investigate issues in transition to kindergarten for children with special needs, we explored several sources of information (peer‐reviewed literature, government websites, parent surveys, and interviews with professionals). We found that administrative issues like lack of integration and the evaluation of services available to children and families, and parent support issues like promoting advocacy were recurring themes in all sources. Although some barriers are very clear, more systematic research is needed to identify factors facilitating successful adjustment to kindergarten among children with special needs.

查看原文本刊更多论文

开始上幼儿园:有特殊需要的孩子的过渡问题

为了调查有特殊需要的儿童在向幼儿园过渡时的问题，我们探索了几种信息来源(同行评议文献、政府网站、家长调查和专业人士访谈)。我们发现，行政问题，如缺乏对儿童和家庭提供的服务的整合和评估，以及家长支持问题，如促进宣传，是所有来源中反复出现的主题。虽然有些障碍非常明显，但需要更系统的研究来确定促进有特殊需要的儿童成功适应幼儿园的因素。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Canadian Journal of Education Social Sciences-Education

CiteScore

0.80

自引率

0.00%

发文量

审稿时长

24 weeks

期刊介绍： The Canadian Journal of Education (CJE) is a national peer-reviewed journal sponsored by the membership of the Canadian Society for the Study of Education. The CJE prioritizes research and scholarly writing that is of relevance to the Canadian education community. The journal is read by scholars worldwide, and aims to represent the valuable contributions that Canadian scholars in education continue to make to the field. The Journal accepts and publishes both French and English articles and book reviews. CJE on occasion also publishes international papers that shed light on shared issues and that include Canadian authors as references.