The transition from early intervention to preschool for children with multiple disabilities: a narrative review

ABSTRACT

The transition from early intervention to preschool is a major early milestone for children with multiple disabilities and their families and the first of many transitions they will experience across the lifespan. However due to the low-incidence nature of multiple disabilities, this group has been largely left out of the literature surrounding this transition. Thus, in this paper we review the existing literature in order to better understand the barriers families face during the transition from EI to preschool, and how this transition could be improved for parents of children with complex physical, medical and educational needs. Several challenges experienced by families as well as beneficial systems of support are presented. Implications for practice and further research examining the specific needs of families of children with multiple disabilities during transition are discussed.

KEYWORDS:

• Early intervention
• multiple disabilities
• preschool transition
• families
• literature review

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Nicole Homerin

Nicole Homerin, M.Ed., is the Director of CVI Education for Teachers at Perkins School for the Blind. A former preschool special education teacher, Nicole continues to pursue innovative ways to make learning accessible and equitable to learners of all ages and access needs through her own education consulting business.

Robin L. Dodds

Robin L. Dodds is an Associate Professor of Early Childhood Special Education at California State University, Los Angeles. Her research focuses on improving the quality of life and access to services for children with disabilities and their families.