Principals' perceptions related to transition to kindergarten for children with disabilities: A mixed methods study
To ensure children with disabilities (CWD) have a successful transition to kindergarten, teachers have been encouraged to use high-intensity, or individualized, transition practices. Yet, while limited or lack of administrator support has been cited as a barrier to transition practice use, there exists little research regarding principals’ perceptions of transition practice use for CWD. The purposes of this explanatory sequential mixed methods study were to better understand: (a) how principals’ perceptions are related to the reported use of transition practices by teachers to support CWD and their families, and their perceived importance and feasibility, and (b) how COVID-19 has changed practices or perceptions related to the use of these practices. A questionnaire designed for this study was used to understand what 150 principals from one midwestern state report about teachers’ use of kindergarten transition practices to support CWD and their perceptions of transition practices. Next, interviews were conducted with 14 principals to further explain findings from the initial phase, using a purposeful sample and interview protocol developed using findings from the completed questionnaires. Major findings of the study are discussed, including but not limited to, principals' perceptions of preschool teachers as having the most essential role in the transition process and how COVID-19 has limited use of high-intensity transition practices. Implications for research and practice are discussed.
kindergarten, transition, disability, principal, special education
University of Illinois - Urbana-Champaign
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University of Illinois at Urbana-Champaign