Factors associated with the experiences of parents in the transitioning of their young children from early intervention to programs for three-year-olds.

摘要

The purpose of the study was to add to our understanding of families' experiences as their young children exit the early intervention system and enter into a program for three-year olds. Fifty-three families, who were previously served by TEIS-UC (Tennessee Early Intervention System---Upper Cumberland), participated in the study. The survey package sent out to these families consisted of a Cover Letter and Parent Consent Form, Families Post Transition Survey regarding the information and services families received, and the extent to which they expressed satisfaction and empowerment, and a Family Information sheet. A follow-up letter was sent out three weeks after the initial mailing. Three demographic factors, including the severity of the diagnosis of the child's disability, family's education, and employment status were identified as independent variables. Families' responses to the four categories in the survey (the Information, Services, Satisfaction, and Empowerment) were dependent variables. Correlation analyses of the dependent and independent variables were completed and results are reported.Results suggested that parents overall were satisfied with their transition experiences. Higher educational attainment individuals were more active in offering further information and were more likely to show their dissatisfaction with the quantity and quality of the services they received in transition. Study participants assumed roles as friend, collaborator, problem-solver, plan/decision-maker, and parent supporter and they expected to assist in assessment and evaluation of their child's development and the discrepancies between the sending and receiving programs. Findings of this study have some potential to inform service providers and policy makers of families' concerns, preferences, and expectations. Also, study findings suggest possible ways to improve service delivery related to transition, reduce family stress in the transition process, and promote children's adjustment to preschool programs.