Parent Knowledge of Transition From Early Intervention to Public School Kindergarten

PURPOSE: While at an early intervention facility, the therapy team, consisting of occupational therapy, advocate for needed services for the child. Once the child enters the public school system, the responsibility of advocacy falls on the parent. To properly advocate for their child, parents need a general understating of special education programming, terms, policies, and procedures violations (Cheatham, Hart, Malian, & McDonald, 2012). Occupational therapists should empower parents to become better advocates for their child concerning their educational needs (American Occupational Therapy Code of Ethics, 2015). The purpose of the study was to determine parent’s current level of knowledge of public school special education programming and the transition process. The investigators also collected demographic data to determine if client factors were relational to knowledge levels. The research question posed was: What is the parent’s current knowledge of special education programming in public schools during transit from early intervention?

DESIGN: The study was a mixed methods design. The researcher recruited participants through a convenience sample in the Upper Delta region of the state of Arkansas. The Arkansas Medicaid database was utilized to obtain a list of all early intervention, Child Health Management Services (CHMS) facilities within the selected region. Participants consisted of 11 parents of children with disabilities enrolled in a CHMS facility and the facility identified as transitioning to a public school in the fall of 2018.

METHOD: Parent knowledge of educational rights, Individualized Education Programming, and transition out of an early intervention facility was accessed using a 15-question survey. The study consisted of descriptive quantitative data was collected and analyzed for frequency. The investigators sought to determine relationships between parent’s overall knowledge and demographic factors as well as identify gaps in knowledge areas related to the transition process and special education programming.

RESULTS: Results indicated participant’s knowledge of many areas related to transition. Knowledge was lacking regarding services such as an Individualized Education Plan (IEP) and/or a 504 plan. Parent education level directly related to knowledge of educational programming, laws, and the transition process. Parents and caregivers with lower educational levels often conveyed less knowledge or understanding of the child’s needed services. The results indicate a need for increased parental advocacy skills and education for the obtainment of qualified services for the child during the transition process.

CONCLUSION: Early intervention should provide parent education and training regarding special education programming, address communication barriers, and develop parental self-advocacy capabilities to increase parental involvement and the educational success of children served. Concerning the profession of occupational therapy, the results indicate a need to enhance the occupational justice of children and families transitioning into the public special education system. The data showed that parents lack involvement and knowledge of their child’s diagnosis(es) and services they are entitled to by Arkansas law. Occupational therapists have a critical role in addressing caregiver knowledge and advocating for the child within the school system.

References

American Occupational Therapy Association (AOTA). (2015). Occupational therapy code of ethics. American Journal of Occupational Therapy, 69 (Suppl.3).

Cheatham, G. A., Hart, J. E., Malian, I., & McDonald, J. (2012). Six things to never say or hear during an IEP meeting: Educators as advocates for families. TEACHING Exceptional Children, 44(3), 50–57. Retrieved from https://ezproxy.library.astate.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ977301&site=eds-live&scope=site