A national sample of kindergarten teachers reported their use of transition practices for young children with special needs. Teachers most frequently reported sending letters to parents after school started and arranging visits to 1st-grade classrooms. The least frequently reported transition practices were home visits and meetings to discuss the kindergarten to first grade transition. Reported use of transition practices were similar for teachers with and without children with special needs in their class. However, teachers with children with special needs in their class generally reported using more individual transition practices before school started and arranging meetings to coordinate personnel. Findings are discussed in terms of adherence to legislation and recommended practice for children with special needs.
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