The transition across multiple environments for young children with special needs has been identified as stressful for many children and families (Hanson, Beckman, Horn, Marquart, Sandall, Geig, & Brennan, 2000; Jewett, Tertell, King-Taylor, Parker, Tertell, & Orr, 1998; Ramey & Ramey, 1999; Rosenkoetter, Hains, & Fowler, 1994). A series of focus group sessions of administrators, practitioners, and family members were held around the U.S. to identify transition practices that have been implemented effectively for children, families, staff, administrators, and communities. Outcomes from these focus groups included identification of transition strategies for young children with special needs that are considered valuable by parents, providers, and administrators. More>>  [PDF, 185KB]