Abstract
The study of transition process for young children with disabilities and their families is complex. This complexity is reflected in efforts by researchers and policy makers to understand the phenomenon and determine ways to improve the transition experiences and outcomes of young children with disabilities and their families. This article synthesizes the literature from early childhood special education as well as general early childhood in an effort to exemplify the current understanding of transition processes and practices. Future directions for more integrated approaches to transition research, policy, and practice are presented.
| Original language | English |
|---|---|
| Pages (from-to) | 232-240 |
| Number of pages | 9 |
| Journal | Topics in Early Childhood Special Education |
| Volume | 31 |
| Issue number | 4 |
| DOIs | |
| State | Published - Feb 2012 |
UN SDGs
This output contributes to the following UN Sustainable Development Goals (SDGs)
-
SDG 3 Good Health and Well-being
Keywords
- school readiness
- transition
ASJC Scopus subject areas
- Education
- Public Health, Environmental and Occupational Health
Fingerprint
Dive into the research topics of 'Transition Services for Young Children With Disabilities: Research and Future Directions'. Together they form a unique fingerprint.Cite this
- APA
- Author
- BIBTEX
- Harvard
- Standard
- RIS
- Vancouver