This investigation determined the perceptions of kindergarten teachers about the desirability and feasibility of practices identified to enhance outcomes for children with disabilities as they make the transition from their prekindergarten programs to kindergarten. Thirty-one kindergarten teachers participated by completing the 28-item, Likert-type (1 = low, 5 = high) Adaptations for Kindergarten Children with Disabilities questionnaire and responding to two open-ended questions. Applying the Wilcoxon signed ranks two-tailed test, it was shown that, with the exception of one item (maintain portfolios), there were statistically significant differences between teachers' views of the desirability of implementing each practice and the feasibility of implementation. Furthermore, the median scores for desirability of implementation were less than 5 for only two items, while most of the ratings for feasibility received median scores lower than 5. Responses to open-ended questions revealed that the majority of teachers did not perceive that they were adequately prepared to teach children with disabilities, yet most teachers indicated that they were somewhat confident that they could make instructional adaptations for children with special needs.
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