Date

11-17-2022

Department

School of Education

Degree

Doctor of Education in Curriculum & Instruction (EdD)

Chair

Constance Pearson

Keywords

CPSE-to-CSE Transition Process, Transition, CPSE, CSE, IEP, Parental Stress

Disciplines

Special Education and Teaching

Abstract

The purpose of this quantitative research study was to determine if a statistically significant difference existed between parental stress factors related to the transition process between pre-kindergarten and kindergarten, using the Committee on Preschool Special Education to Committee on Special Education transition process, of parents who were exposed to a workshop and those who were not. The study administered a parent survey from the Parenting Stress Index, Fourth Edition Professional Manual. The research addressed if exposure to a workshop on the transition process would decrease stress factors in parents of children who attended a self-contained setting (4410 programs). The study examined parental stress factors, which were possibly related to the CPSE to CSE transition process. The change between pre-kindergarten to kindergarten is a vital and significant developmental milestone for young children and educators, yet the scale to which primary caregivers are included in kindergarten groundwork is rarely considered, especially for parents whose children are classified with an educational classification and/or disability. The research examined parents whose children attended special education preschool programs within a lower urban area in the State of New York, north of New York City. The study included 180 families whose children were identified as students with educational classifications that attended a 4410 program and were in the process of completing a special education program and moving to kindergarten.

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