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首页> 外文学位 >The transition to kindergarten: Family and teacher practices for children with autism and other developmental disabilities.
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The transition to kindergarten: Family and teacher practices for children with autism and other developmental disabilities.

机译：过渡到幼儿园：自闭症和其他发育障碍儿童的家庭和教师实践。

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摘要

The transition to kindergarten for students with disabilities presents educators and family members with many challenges as students shift from early childhood education settings to elementary school settings. In order to facilitate a successful kindergarten transition, it is suggested that families and educators create collaborative home-school partnerships that bridge early education, home, and elementary school environments. Children with developmental delays (DD) may require additional supports as they transition to kindergarten due to their special needs. In particular, children with autism spectrum disorders (ASD), given their significant deficits in communication and social functioning, along with restricted or repetitive behaviors, may require more comprehensive transition supports than children with other developmental delays. However, there are few empirical studies that focus on transition to kindergarten for students with disabilities. Therefore, the goal of this study was to compare kindergarten transition practices in preschool children with ASD ( n = 19) and children with other developmental delays (n = 76) as reported by both parents and preschool teachers. Results suggest that, although parents with a child with ASD reported significantly more concerns regarding the transition to kindergarten, there were no differences in parent involvement in transition preparation activities or teacher provided activities. An additional goal was to compare group differences in the stability of parent-reported parenting stress and child behavior across the transition period from spring of the preschool year to kindergarten entry in the fall. Parenting stress and child behavior problems were relatively stable across time. Study findings are discussed in the context of future research directions and interventions to help facilitate smooth kindergarten transitions for young children with disabilities.
机译：残疾学生过渡到幼儿园给教育者和家庭成员带来了许多挑战，因为学生从幼儿教育环境转到小学环境。为了促进幼儿园的成功过渡，建议家庭和教育工作者建立家庭与学校的合作伙伴关系，以架起早期教育，家庭和小学环境。发育迟缓的儿童因特殊需要而过渡到幼儿园时可能需要其他支持。尤其是自闭症谱系障碍（ASD）的儿童，由于他们的沟通和社交功能严重缺陷，以及行为受到限制或重复，与其他发育迟缓的儿童相比，可能需要更全面的过渡支持。但是，很少有针对残疾学生过渡到幼儿园的实证研究。因此，本研究的目的是比较父母和学前班老师报告的ASD学龄前儿童（n = 19）和其他发育迟缓儿童（n = 76）的幼儿园过渡实践。结果表明，尽管有ASD患儿的父母报告了对过渡到幼儿园的更多关注，但父母参与过渡准备活动或教师提供的活动没有差异。另一个目标是比较从学龄前春季到秋季入学的过渡期内，父母报告的父母教养压力和儿童行为稳定性的群体差异。父母压力和儿童行为问题在一段时间内相对稳定。将在未来的研究方向和干预措施的背景下讨论研究结果，以帮助促进残疾幼稚园顺利过渡幼儿园。

著录项

  • 作者

    Quintero, Nicole Ella.;

  • 作者单位

    Syracuse University.;

  • 授予单位 Syracuse University.;
  • 学科 Education Educational Psychology.Education Special.
  • 学位 Ph.D.
  • 年度 2009
  • 页码 135 p.
  • 总页数 135
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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