Children with disabilities might experience multiple transitions during their early years. One important transition that occurs for many children with disabilities or developmental delays and their families is the transition from Early Intervention (EI) to Early Childhood Special Education (ECSE) services at three years of age. The stress of this transition may be exacerbated for families of young children with disabilities as the shifts between services involve many choices and decisions depending on the child’s level of need. Effective transition procedures for children with disabilities sets the stage for future positive or negative transition experiences and optimal learning experiences in the school setting. The study of transition is multifaceted and researchers, as well as professionals, attempt to understand the complexities of the transition experiences of young children with disabilities and their families. There is a common assertion in the literature that providers assist in the transition by providing environmental supports and involving families in transitions, yet provider perspectives and specifics of how they are involved in transition is mostly absent in studies about transition. Some researchers suggest that little is known about how relationships between families and service providers, which often begin during the transition between systems, are established. The purpose of this study is to investigate the common practices that EI professionals engage in during the EI-to-ECSE transition, and the perceptions of EI professionals during the EI-to-ECSE transition focusing on determining which actions, policies, and procedures contribute to make the experience a positive one for all of those involved. The research questions are answered through two focus groups and two interviews with Early Intervention providers in the Southern part of Illinois. The major themes that emerged are related to professionalism, working within the EI system, and supporting families. EI providers discussed their roles, staff shortages, schedules and funding, parent education, and collaboration. Implications and future research are discussed.

Thesis (M.A.)--Rowan University, 2005. / Typescript. Includes bibliographical references.

Dual certification of early childhood/early childhood special education is an ideal way to certify preschool teachers. Having both certifications is particularly advantageous in rural areas due to the lack of practitioners trained to work in inclusive settings. This session is a conversation about how to best merge/offer these certifications.

Thesis (Ed.D.)--University of West Florida, 2009. / Submitted to the School of Education. Title from title page of source document. Document formatted into pages; contains 121 pages. Includes bibliographical references.

Thesis (Ph. D.)--University of Oregon, 2008. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 184 - 200). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.

Research paper (M.A.) -- Cardinal Stritch College -- Milwaukee, 1980. / A research paper submitted in partial fulfillment of the requirements for the degree of Master of Arts in Education (Education of Learning Disabled Children). Includes bibliographical references (p. 43-46).

The Salamanca Statement (UNESCO, 1994) called upon all governments to implement inclusive education, ensuring that all learners with barriers to learning are included in the educational system. South Africa as a cosignatory to this global call responded with the implementation of the South African Education White Paper 6 (Department of Education, 2001) where the principles and foundations towards inclusive education were stipulated. It was expected of teachers to be able to accommodate learners with barriers to learning in their classrooms (Dednam, 2009, p. 371), although Ntombela and Green (2013, p. 2) state that teachers are not equipped to work with learners with specific disabilities. Learners present with various barriers to learning and these barriers pose problems and challenges in the classroom. One of these problems in the classroom is learners presenting with Auditory Processing Disorder. This qualitative study employed phenomenology as the research design. Through the use of memory work, drawings and focus group discussions as data production tools, the five Foundation Phase teachers’ experiences regarding learners presenting with Auditory Processing Disorder in the inclusive classroom, were explored. Bronfenbrenner’s ecological model was used to make meaning of the findings of the study. The findings of the study indicate that teachers are torn between the expectations of global and national policies regarding inclusive education and the management and support of learners presenting with Auditory Processing Disorder in their classrooms. Various challenges and problems arise with the inclusion of learners presenting with Auditory Processing Disorder in the classroom. The findings of the study were used to formulate guidelines to support Foundation Phase teachers working with learners presenting with auditory processing problems as well as policy suggestions for the Department of Basic Education. The Department of Basic Education should revise the implementation of CAPS to include the necessary adaptations for learners presenting with Auditory Processing Disorder; and also provide teacher assistants in Foundation Phase classrooms to enable the full inclusion of all learners.

Thesis (M.Ed.) -- University of Limpopo, 2021 / The purpose of this study was to identify teachers’ perceptions towards learners with special needs, using rural schools, Kgakotlou Circuit in Limpopo Province. The study made use of the qualitative research approach where a case study design was adopted. The population of the study was formed by teachers from five rural schools in Kgakotlou Circuit. For instance: All five schools, sampled through purposive sampling technique, participated in semi-structured and two schools participated in focus-group interview. All nine teachers were able to participate in semi-structured interview whereas only four teachers took part in the focus-group interview. From the in-depth interview a lot of information regarding areas that seem to influence teachers’ perceptions was gathered. The data provided insights to the way teachers understand inclusion, and the supports that they require in practice and how they meet classroom challenges in practice. The data was analysed using thematic analysis. The study revealed that teachers’ negative and positive perceptions on inclusion of learners with special needs have a significant effect on their education. The results also showed that negative perceptions influence learners’ academic performance. The study recommends that the department of education should organise an in-service training for teachers on inclusion. Keywords: inclusion in education, teachers’ perceptions, learners with special needs

A qualitative approach was used to explore the perspectives of seven parents of preschool age children with disabilities in Virginia regarding occupational therapy and the transition from early intervention (EI) to early childhood special education (ECSE). Open-ended interviews were used to collect data from each family participant and were presented as individual case reports. A cross-case analysis revealed six common categories and four overarching themes. Results indicated that the transition was viewed positively when parents saw benefits of the change and when they were oriented toward the future. Parents viewed the EI and ECSE systems as not sharing their same perspective on the transition. The role of the occupational therapist was viewed as dynamic and shifting in response to the needs of the child, the family and the system. Lastly, communication, involvement and relationships with the occupational therapist were intimately related. Implications for the field of occupational therapy are given.

Over the past two decades reported rates of autism have steadily risen. The current incidence is 1 in 68 children. While autism can be reliably diagnosed at 18 months in most children with the condition, specialized autism treatment rarely begins before a child's third or fourth birthday. As screening and diagnosis procedures improve so does the need for effective early interventions for autism. Researchers and professionals have expressed a growing concern over the need for effective early interventions for infants and toddlers with autism. At the same time, there is a dearth of qualitative research exploring the needs and experiences of parents with a very young child with autism. Employing a phenomenological framework, the purpose of this study was to investigate the lived experiences of parents of a young child with autism receiving early special education services. Unstructured interviews and photo elicitation were used to generate rich, detailed descriptions of the phenomenon. Data analysis from photographic images and narrative dialogues illuminated six essential themes across participants: (a) parents as pioneers: forging the way for future families; (b) making the journey as a family; (c) navigating uncharted service systems; (d) overcoming challenges and obstacles; (e) resilience, ingenuity and hope; and (f) reflecting on the first three years and looking forward. Participants expressed that they felt this study gave them a "voice" in the research literature. This study is one of the first to investigate the lived experiences of parents as they seek and secure autism services for their child under five with autism.