Mothers‟ perceptions of the transition process from early intervention to early childhood special education: Related stressors, supports, and coping skills. Unpublished doctoral dissertation

This study investigated 10 mothers ’ perceptions on the transition process, for their children with disabilities, from early intervention to early childhood special education. The issues of related stressors, supports, and coping skills were further explored. This research was guided by the ecological or systems theory. The issue of transition between the two service programs (early intervention to early childhood special education) is addressed specifically in the legislation (Part C, Section 619, IDEA 1997). Federal law defines several elements that must be included in the transition planning. Each state must ensure a smooth transition for toddlers receiving early intervention services to preschool and other appropriate services. Since transition is such a critical time for young children with disabilities and their families, stress will presumably occur. The parents need to learn new terminology and procedures because each program is unique in which services are provided. Families are to receive information and training during the transition period. This study was guided by the following research questions: (1) What are the mother’s perceptions of the transition process? (2) What factors facilitat