Contrast these programs:

Early Intervention programs
These programs, which offer home-based services for infants and toddlers, typically allow the families to see the provider each time he or she visits the child. In many instances where the early intervention program is center-based, families may bring the child to the center to participate in parent-infant playgroups and have opportunities to communicate with service providers. It is not unusual for families to be updated on their child s progress on a weekly basis.

Preschools
Early childhood special education services for 3-to 5-year-old children often work against the type of frequent communication parents have been used to (Hains, Rosenkoetter, & Fowler, 1991). Many young children with special needs ride the school bus or van to and from school. As a result, families may not have face-to-face conversations with their child's teacher. Even if children are transported by their families, opportunities for conversation may be constrained by the hectic atmosphere of children arriving and departing at the same time.

The transition from early intervention to preschool represents a new beginning for families and children. Almost overnight, it seems that toddlers become preschoolers. Families and providers who share expectations with each other about the child's skills and abilities can plan appropriately for the child's first day, week, and month of preschool, thereby setting the stage for communication and collaboration across the year. Such efforts are likely to support a happy and successful transition and first school experience for a young child. This article presents an approach to communicating with parents during the critical transition period.

Families Speak out

Unfortunately, many families of young children with special needs may experience a decrease in communication with service providers when their children exit early intervention programs and enroll in early childhood special education programs (Hains, Rosenkoetter, & Fowler, 1991; Johnson, Chandler, Kerns, & Fowler 1986). This decrease may be due to logistical barriers such as transportation but also may be due to a change in program philosophy. Early intervention programs tend to focus on the central role of the family in a child's life, a position that would naturally lead to frequent communication between service providers and family members (Bruder & Chandler, 1996). On the other hand, preschool programs often focus on the child in his or her educational setting, an orientation that may lead to less frequent parent-professional communication (Hains et al., 1991).

Some families report frustration over this decrease in communication. Hadden, Wischnowski, and Fowler (1997) interviewed 17 families of children who had recently exited early intervention and found that most of the families experienced a reduction in communication after their child enrolled in preschool. Although 3 families reported daily communication, less than half of the families indicated weekly contact with their child's new teacher. Some families reported that they communicated with the new program only once a month. This communication was not always individualized for a child. Rather, many families received a weekly or biweekly newsletter detailing the activities of the class. Families expressed dismay over this decrease and stated that they would like to have more frequent communication specifically about their child. One parent explained, "[You] always know what the kids are going to do that week, but not the little things that your child has done." Another parent stated that she "would be happier if I knew more on a regular basis what he was doing specifically, not what the class was doing."

When to Communicate

Communication between teachers in the new preschool program and families needs to take place throughout the transition - before, during, and after the child has exited one program and entered another. Ideally, the family has the opportunity to visit potential preschool programs prior to the selection of the new program. Once a placement has been determined, the family should visit the site and have the chance to meet with a staff member who can answer any questions they may have (Bruder & Chandler, 1996).

Communication Before the Transition

Information exchange between the family and the new service providers is critical as both the family and providers prepare for the child to begin services. Even though the early intervention agency has forwarded child records to the new setting, families can provide valuable additional information. Parents can share their own knowledge of their child, as well as information about their preferences for their child's education. See below for sample questions that families may wish to answer and give to the new service providers before the transition (Rosenkoetter et al., 1994). Questions include, "What types of things does your child enjoy learning?" and "How does your child get along with other children?"

Worksheet for Sharing Information About Your child

1. What types of things does your child enjoy learning?
2. What things are the most difficult for your child to learn?
3. What are your child's favorite toys and activities?
4. How does your child get along with other children?
5. What types of rewards work best for your child (e.g. hugs, praise, stickers)?
6. What types of discipline work best with your child?
7. What kind of support or help, if any, does your child need during routines such as eating, dressing, toileting, and napping?
8. What was your child working on in the last program that you would like to see continued in the new program?
9. What other goals would you like to see for your child in the new program?
10. What other information would you like to share about your child?

In addition, new teachers may send a questionnaire to the families of prospective students to gain information that may not be contained in the child's permanent records. See below for questions that ask parents to share important information such as how their child communicates (even about bathroom matters), whether their child follows simple directions, and what strengths the child has.

Items for Teacher Questionnaire for Families of New Students

1. How does your child communicate?
2. What words does your child use?
3. What gestures does your child use?
4. What words does your child understand?
5. What are your child's most and least favorite food?
6. Are there activities that your child really likes or dislikes?
7. How does your child ask to go to the bathroom?
8. Does your child like to be hugged or touched?
9. Are there certain textures that your child dislikes?
10. What directions does your child follow easily?
11. How does your child indicate displeasure?
12. Does your child need to nap?
13. Does your child take medication?
14. What do you see as your child's strengths?
15. How does your child ask for help?
16. What other information would you like to share?

Such detailed information can assist the new teacher in planning for the child and may make that child's transition to the new setting easier. A child who is greeted in a new program with his or her favorite songs, snacks, and activities will probably feel more comfortable in that classroom than the child who does not experience this kind of a welcome.

Communication During and After the Transition

Contact between the preschool program and the child's family is vital both during and after the transition. It is not unusual for families to report heightened stress the first few days or weeks that their child is enrolled in a new program. Information can help ease the families' worries about the transition while also helping to monitor the child's adjustment.

Providers can communicate with families in many ways: home-school notebooks, telephone calls, informal conversations at drop-off and pick up, parent-teacher conferences, and weekly newsletters. Communication methods should be chosen with care; service providers and family members should discuss preferences and expectations for communication. Doing so helps ensure that communication meets the needs of all parties involved. See below for a communication schedule that may start a dialogue between families and providers regarding the best method and schedule for communicating about a child (Rosenkoetter et al., 1994).

Families have different concerns and needs, and a "one size fits all" system of communication may not be appropriate. Flexibility is key; some families may wish to have daily notes for the first 2 weeks of school and then drop back to weekly notes; other families may decide that a weekly note and monthly conference is their preferred mode of communication. By planning for communication, families and providers help ensure that it is given the attention it deserves and is not simply done as an afterthought.

Research Provides a Rationale for Preschool Transition Communication

Many families experience stress during periods of transition (Fowler, Chandler, Johnson, & Stella,1988; Hanline, 1988; Rosenkoetter, Hains, & Fowler 1994). Concerns may surface regarding their child's ability to enjoy and succeed in a new program. Transitions into inclusive or community settings may cause additional stress because of the increased demands in these settings (Ostrosky, Donegan, & Fowler, in press). For example, a teacher in a community preschool may expect most children to put on their own coats or independently wash their hands prior to snack.

When families and new service providers communicate, they can share information about both the child's abilities and expectations in the new setting. This communication helps ensure that families and children experience a smooth transition between programs (O'Shea,1994; Spiegel-McGill, Reed, Konig, & McGowan, 1990). Opportunities for joint planning and communication may be especially critical for children who are from culturally and linguistically diverse families.

To ensure continuity between home and school, service providers need to know about family customs, routines, and in some cases, dietary requirements. If classroom practices differ significantly from expectations of the home, then it is important to discuss necessary accommodations. Interventions and practices that seem reasonable to a service provider may violate the cultural norms of some families (Lynch & Hanson,1992).

It is equally important that service providers convey cultural sensitivity in their communications. Certain forms of nonverbal communication, such as gestures and touching, which are commonly accepted in mainstream culture, may have different meanings for individuals from diverse backgrounds. For example, an Asian family may interpret direct eye contact as a sign of disrespect on the part of the service provider (Hyun & Fowier 1995).

Feelings Are Important

"I'd like to know that everything is going well if that is the case. I would feel better knowing if there isn't anything to say: "Nothing to say, he's doing fine."

It is not unusual for families to report feelings of anxiety about their child's transition from early intervention to preschool. Advanced planning and ongoing communication are key factors in facilitating this transition. When families and teachers meet before the child enters school to share information about the child and the program, they begin to build a relationship based on mutual understanding and respect.

Communication that occurs during and after the transition plays a vital role in helping the child and family adjust to the new setting. This team approach to communication acknowledges the family's central role in the life of the child and supports the preschool staff in setting the stage for the child's first year of school.

References

Bruder, M. B., & Chandler, L. K. (1996). Transition. In S. L. Odom & M. E. McLean (Eds.), Early intervention/early childhood special education: Recommended practices, pp. 287-307. Austin, TX: FRO-ED.

Fowler, S. A., Chandler, L. K., Johnson, T. E., & Stella, M. E. (1988). Individualizing family involvement in school transitions: Gathering information and choosing the next program. Journal of the Division for Early Childhood, 12, 208-216.

Hadden, S., Wischnowski, M. W., & Fowler, S. A. (1997). Transitions from Part H to Part B: A family perspective. Unpublished manuscript. University of Illinois, Urbana-Champaign.

Hains, A. H., Rosenkoetter, S. E., & Fowler, S. A. (1991). Transition planning with families in early intervention programs. Infants and Young Children, 3, 38-47.

Hanline, M. E (1988). Making the transition to preschool: Identification of parent needs. Journal of the Division for Early Childhood, 12, 98-107.

Hyun, J., & Fowler, S. A. [1995). Respect, cultural sensitivity, and communication. Teaching Exceptional Children, 28(1), 25-28.

Johnson, T. E., Chandler, L. K., Kerns, G. M., & Fowler, S. A. (1986). What are parents saying about family involvement in school transitions? A retrospective transition interview. Journal of the Division for Early Childhood, 11, 10-17.

Lynch, E. W, & Hanson, M. J. (1992). Developing cross-cultural competence: A guide for working with young children and their families. Baltimore: Paul H. Brookes.

O'Shea, D. J. (1994). Modifying daily practices to bridge transitions. Teaching Exceptional Children, 26(4), 29-34.

Ostrosky, M. M., Donegan, M. M., & Fowler, S. A. [in press). Facilitating transitions across home, community, and school: Developing effective service delivery models. In A. M. Wetherby, S. F. Warren, & J. Reichle (Eds.), Transitions in prelinguistic communication: Preintentional to intentional and presymbolic to symbolic. Baltimore: Paul H. Brookes.

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: Paul H. Brookes.

Spiegel-McGill, P., Reed, D. J., Konig, C. S., & McGowan, P. A. (1990). Parent education: Easing the transition to preschool. Topics in Early Childhood Special Education, 9, 66-77.

Sarah Hadden, (CEC Chapter 51), Project Coordinator, FACTS/LRE Project; Susan A. Fowler, Professor, Department of Special Education, University of Illinois at Urbana-Champaign, Champaign.

Address correspondence to Sarah Hadden, Project Coordinator, FACTS/LRE Project, University of lllinois at Urbana-Champaign, 6l Children's Research Center, 51 Gerty Drive, Champaign, IL 61820 (e-mail: hadden@students.uiuc.edu).

This article was developed with funding from the U. S. Department of Education, Office of Special Education Programs, Grant No. D0242001. Reprinted with Permission from the Council of Exceptional Children.

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