The Transition Process in the Early Years

Enhancing Speech-Language Pathologists' Perspectives

joanne.prendeville{at}uc.edu

The purpose of this clinical exchange is to provide speech-language pathologists with the basic information needed to participate as active, informed, and effective members of transition teams. A speech-language pathologist's role of bridging language and curriculum across the grades creates a unique opportunity to bring meaningful contributions to the transition process. Typical speech-language pathology preparation does not focus on the specifics of the transition process. This article provides speech-language pathologists, as well as families and other professionals, with information pertaining to transitions in the early years, particularly between preschool settings and kindergarten. Expertise in the transition process is necessary for effective participation and implementation. This article will highlight challenges in transition and delineate specific components of transition planning. The article will conclude with a set of best practices that can provide the foundation of a model for early transitions.

KEY WORDS: transition, curriculum, family partnerships, collaboration and communication, policies and procedures

Submitted on February 12, 2001
Accepted on December 11, 2001

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