The transition of young children with autism from preschool to kindergarten is an important event both for sustaining gains made during preschool and for establishing future social and academic development. This article provides a summary of 25 transition elements identified from the research literature as important for a successful transition. The elements were built into a survey instrument, and the instrument was used with the parents, preschool teachers, and kindergarten teachers for three children with autism who transitioned during 1999 to 2001. Results from the survey indicate that transition elements identified in the literature were perceived as important by families, preschool teachers, and kindergarten teachers. High variability, however, was reported in the perceived level of implementation for the transition elements. The report provides an index of transition elements that may be useful to guide future research and to facilitate effective transitions.
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