The transition from home or daycare to preschool can be a stressful time for both parent and child. Through advance planning and preparation, the school nurse can begin to establish a trusting relationship with the family and provide the educational team with critical information that will shape school programming for the child with disabilities. This investment will ease family stress and facilitate a successful launch to preschool.
Glenn-ApplegateK.PentimontiJ.JusticeL. M. (2011). Parents’ selection factors when choosing programs for their children with disabilities. Child Youth Care Forum, 40, 211–231.
KüpperL. (Ed.). (2012). The basics of early intervention (Module1). Building the legacy for our youngest children with disabilities: A training curriculum on Part C of IDEA 2004. Washington, DC: National Dissemination Center for Children with Disabilities. Retrieved from http://nichcy.org/laws/idea/legacy/partc/module1
Office of Civil Rights, U.S. Department of Education. (2012). Questions and answers on the ADA Amendments Act of 2008 for students with disabilities attending public elementary and secondary schools. Retrieved from http://www2.ed.gov/print/about/offices/list/ocr/504faq.html
7.
PhillipsD. A.MeloyM. E. (2012). High quality school based pre-k can boost early learning for children with special needs. Exceptional Children, 78(4), 471–490.
8.
RousB.MyersC. T.StricklinS. B. (2007). Strategies for supporting transitions of young children with special needs and their families. Journal of Early Intervention, 30(1), 1–18.
9.
TurnbullA.ZunaN.HongJ.HuX.KayzarK.ObremskiS. (2010). Knowledge-to-action guides: Preparing families to be partners in making educational decisions. TEACHING Exceptional Children, 42(3), 42–53.
