Poster Session
Issue Date: August 2020
Published Online: August 01, 2020
Updated: September 09, 2020
Parent Knowledge of Transition From Early Intervention to Public School Kindergarten
Andrea Brown, MSOT, OTR/L, SI; Lauren Cherry; Sarah Matheny; Haley DeFlorian; Savannah Parrott; Libby Lane
Author Affiliations & Notes
  • Arkansas State University, Jonesboro, AR, USA
  • Arkansas State University, Jonesboro, AR, USA
  • Arkansas State University, Jonesboro, AR, USA
  • Arkansas State University, Jonesboro, AR, USA
  • Arkansas State University, Jonesboro, AR, USA
  • Arkansas State University, Jonesboro, AR, USA
Article Information
Early Intervention / School-Based Practice / Basic Research
Poster Session   |   August 01, 2020
Parent Knowledge of Transition From Early Intervention to Public School Kindergarten
American Journal of Occupational Therapy, August 2020, Vol. 74, 7411505162. https://doi.org/10.5014/ajot.2020.74S1-PO5117
American Journal of Occupational Therapy, August 2020, Vol. 74, 7411505162. https://doi.org/10.5014/ajot.2020.74S1-PO5117
Abstract

Date Presented 03/27/20

During transition from early intervention to the public school system, the responsibility to advocate shifts to the parent. Parents need knowledge of special-education programming to advocate properly. A study examining parents’ knowledge of the transition found gaps in knowledge of special-education programming. The study also identified education level as a relevant factor to knowledge levels. OTs should empower parents to advocate for the educational needs of the child.

Primary Author and Speaker: Andrea Brown

Additional Authors and Speakers: Lauren Cherry, Sarah Matheny, Haley DeFlorian, Savannah Parrott, Libby Lane