Annotated Bibliographies

Transition

Rosenkoetter, S. E., Hains, A. H., & Fowler, S. A. (1994).
Bridging early services for children with special needs and their
families: A practical guide for transition planning. Baltimore,
MD: Brookes.

This comprehensive text provides an array of strategies and guidelines to
facilitate transitions for young children with special needs and their
families.

Two critical tasks are presented: the need for positive relationships
between professionals, families, and children, and the use of written
policies, procedures, and timelines.Ê In their description of the context
surrounding transition and early intervention and early childhood special
education practices in general, the diversity of children receiving
services, in terms of disabilities, health conditions, and minority group
representation, is discussed. The case studies and other anecdotal excerpts
portray a variety of Anglo as well as Latino/a-American families. (A number
of the parent responses are identified as Anonymous, so it is unclear what
other group(s) are represented.)

The three phases (or stages) related to transition are thoroughly discussed:
preparation of child and family, implementation and follow-up, and
evaluation. Community context is emphasized throughout the text. Sample
evaluation tools are also included in the appendices. These can easily be
modified to match community needs, parent concerns, etc. Many strategies are
included to ease communication and create opportunities for collaboration
between professionals (sending and receiving programs) and families.

Chapters 13 and 14 offer a look to the future. National programs and
initiatives are highlighted and identified as examples for replication and
study. "The vision seen by a variety of national agencies and organizations
is one in which families and children move comfortably within a single
community support system--one that provides family-centered services and
appropriate learning environments for all children from birth through their
early school years" (p. 214). In addition, state, community-level,
professional (service providers), and family challenges related to
transition are articulated. Several solutions are proposed for each group,
with the understanding that each individual family and the constellation of
professionals involved with the child's transition will work together to
facilitate the process in the best way possible. For families from
culturally and linguistically diverse groups, this understanding is
necessary before any type of transition plans, including timeliness child
preparation activities, etc., can be developed and implemented.

                               
Noonan, M. J. & Ratokalau, N. B. (1991). PPT: The preschoolpreparation and transition project. Journal of Early Intervention,15, 390-398.

The department of Special Education at the University of Hawaii at Manoa was
awarded a grant from the U.S. Department of Education Handicapped Children's
Early Education Program (HCEEP) for a model demonstration program.

The PPT model has three components: (a) preparing the child for the next
setting, (b) facilitating program-level change to assist with transition,
(c) creating societal change to support placements in the least restrictive
environment. The model emphasizes the interrelationships of child, program,
and societal change through family involvement, parent, education, staff
development, teaming, and systems support.

A total of seven early intervention programs (five in Hawaii, two in
Virginia) serving approximately 750 infants and toddlers with disabilities
and their families participated. Forty-eight percent of the children were
classified with mild disabilities or delays. The remainder were either
considered at-risk/normal (26%) or severely disabled (26%). The authors
point out how "PPT goals and activities were infused into existing early
intervention programs" (p. 393).

The participants represented an ethnically diverse group. Approximately
seventy percent represented groups other than Anglo-Americans (Black 19%,
Hawaiian and part-Hawaiian 18%, Filipino 10%, Mixed 10%, Japanese 7%, Other
5%). Demographics for the families indicated that most families were
comprised of two parents, mothers remained at home, fathers were employed in
blue-collar jobs (29%), white-collar jobs (11%), and military-related (28%).

Descriptions are provided for each component of the PPT model. Children and
their parents participated in several curricular and planning activities to
prepare for transition. Individualized as well as small group instruction
was supplied by members of an intervention team comprised of
paraprofessionals, educators, and therapists.

Program change entailed parent support and staff development activities. A
series of five parent education modules and a PPT Transition Notebook were
developed to assist parents to plan and provide information about
transition. Parents preferred individual sessions with PPT staff over group
activities. A set of knowledge and performance competencies were also
developed for PPT staff. Information was shared through a variety of
formats, including demonstrations and meetings.

Three strategies were used in the societal change component: "(a)
consultative support, (b) increasing integration opportunities, and (c)
systems cooperation and community awareness" (p. 395). Formal as well as
informal methods were used to engage administrative and community-level
personnel.

Evaluation measures were collected across all three components. Child
placement in the least restrictive environment was gathered. Parents
responded to evaluation items within the Parent Needs Assessment document as
well as PPT staff observations at IEP meetings. Satisfaction ratings were
also collected for parents and service providers. All indicators found PPT
to be successful.

Over half of the families involved with the project were from culturally
diverse groups. Children moved into community placements for preschool and
parents rated the project favorably. Similar transition efforts should be
developed and disseminated.

This information is provided by the CLAS Project at the University of Illinois-Urbana.
http://clas.uiuc.edu/

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