MARC Record from harvard_bibliographic_metadata

LEADER: 03085nam a22002775a 4500
001 011526718-2
005 20091019165504.0
008 010202s2008 mau| | mb 001|0 eng|d
035 0 $aocn403661795
100 1 $aYu, Theresa.
245 14 $aThe transition from specialized preschool to inclusive elementary school for children with autistic spectrum disorders :$bsix case studies /$cTheresa Yu.
260 $c2008.
300 $ax, 255 leaves ;$c29 cm.
500 $aVita.
502 $aThesis (Ed.D.)--Harvard Graduate School of Education, 2008.
504 $aIncludes bibliographical references (leaves 242-254)
520 3 $aThough a growing number of children with autistic spectrum disorders (ASD) are included in regular elementary classrooms, the majority of such students still receive their preschooling in special education environments. Because the differences between specialized preschools and regular elementary schools are great and because children with ASD typically have difficulty adapting to new environments, this transition between such educational settings represents an important challenge for children with ASD. Nevertheless, little research exists regarding this transition (encompassing the last year of preschool and first year of elementary school). This study addresses this gap in the literature by examining the practices and perspectives of those involved in the transition of children with ASD from specialized model preschools to inclusive elementary schools. In particular, through a series of interviews involving administrators, practitioners, and parents, the preschool-to-elementary school transition experiences of six children with ASD are documented and explored as case studies in order to identify effective transition practices.
520 3 $aResults of this study confirm many of the previously cited preschool transition practices for children with ASD, including: (1) planning, (2) preparation, (3) collaboration, (4) parental involvement, and (5) follow-up. Additionally, analysis of the six cases studies documents several important elementary school transition practices, including: (1) early planning, (2) familiarization and desensitization, (3) regular communication, 4) employment of supports and modifications, (5) utilization of those with expertise, (6) emotional support, 7) peer training, (8) behavioral management, and (9) ownership and responsibility. Insights of those involved in the transition process are also presented. Ultimately, the practices and perspectives identified in the six case studies will serve as a model and guideline for preschools and elementary schools partaking in future transitions of children with ASD.
650 0 $aMentally disabled children$xEducation$vCase studies.
650 0 $aAutistic children$xEducation (Preschool)$vCase studies.
650 0 $aAutistic children$xEducation (Primary)$vCase studies.
650 0 $aInclusive education.
650 0 $aMainstreaming in education.
710 2 $aHarvard University.$bGraduate School of Education.$tThesis.
988 $a20080730
906 $0MH