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The article investigates recurring administrative and parent-support issues that affect successful adjustment, drawing on peer-reviewed literature, government sources, parent surveys, and professional interviews. It emphasizes that “special needs” is an operational term with jurisdictional variation, and clarifies exclusions such as poverty-related risk, advocating need-based rather than diagnosis-based consideration.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/starting-kindergarten-transition-issues-for-children-with-special-needs/597295/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/starting-kindergarten-transition-issues-for-children-with-special-needs/597295.png","ImageObject",300,407,{"name":92,"@type":93},"Blue Pony","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What major issues in the transition to kindergarten are identified in the study?","Question",{"text":112,"@type":113},"Recurring themes include administrative problems such as lack of integration and evaluation of available services, alongside parent support issues like promoting advocacy.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the article define “special needs”?",{"text":117,"@type":113},"“Special needs” is treated as an operational term, with subtle differences across jurisdictions, and focuses on educational needs that differ from typical children.",{"name":119,"@type":110,"acceptedAnswer":120},"What research gaps does the article highlight?",{"text":121,"@type":113},"Despite the importance and complexity of the transition, significant gaps exist in research knowledge about how children with special health needs adjust to kindergarten.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597295,1792650591,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090760266,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","STARTING KINDERGARTEN: TRANSITION ISSUES FOR CHILDREN WITH SPECIAL NEEDS  \nMagdalena Janus, Jessica Lefort, Ruth Cameron, & Lauren Kopechanski McMaster University  \nTo investigate issues in transition to kindergarten for children with special needs, we explored several sources of information (peer‐reviewed literature, government websites, parent surveys, and interviews with professionals) . We found that administrative issues like lack of integration and the evaluation of services available to children and families, and parent support issues like promoting advocacy were recurring themes in all sources. Although some barriers are very clear, more systematic research is needed to identify factors facilitating successful adjustment to kindergarten among children with special needs.  \nKey words: school entry, disability, school adjustment, special education  \nDésirant étudier les problèmes de transition à la maternelle chez les enfants ayant des besoins particuliers, les auteures ont exploré plusieurs sources d’information (publications évaluées par les pairs, sites Web gouvernementaux, sondages auprès de parents et entrevues avec des professionnels) . Les auteures ont découvert que les problèmes administratifs, comme le manque d’intégration et l’évaluation des services offerts aux enfants et aux familles, et les problèmes reliés au soutien des parents, notamment la défense de leurs droits, étaient des thèmes récurrents dans toutes les sources. Bien que certains obstacles soient très clairement décrits, il faudrait une recherche plus systématique pour identifier les facteurs qui favorisent l’adaptation des enfants ayant des besoins spéciaux à la maternelle.  \nMots clés : entrée à l’école, déficience, adaptation scolaire, éducation de l’enfance en difficulté  \n_____________________  \nCANADIAN JOURNAL OF EDUCATION 30, 3 (2007): 628‐648  \nTransition to elementary school is an important and complicated event in any child’s life, but even more so for children with special health needs and their families. Children with special needs face a complex transition to kindergarten, yet major gaps exist in the research knowledge about this process. These children often require additional support to adjust to the school environment and function at an adequate level for learning (Hains, Fowler, Schwartz, Kottwitz, & Rosenkoetter, 1989); frequently these are not in place before children enter school (Kierstad & Hanvey, 2001) . It is, therefore, crucial to identify the issues that prevent a successful transition and adjustment.  \nSpecial needs status is an operational term that tends to be defined similarly, yet with subtle differences, in various jurisdictions. In Canada, provincial ministries of education are responsible for definitions and policies in the area of special education. Four provinces have accessible documents that provide detailed descriptions of special needs: Ontario, Manitoba, Alberta, and British Columbia (Janus, 2005) . These definitions cover a broad spectrum of disabilities, both on the mild to severe axis and the diagnostic axis, e.g., mental, emotional, physical/medical, learning, and communication. Ontario and British Columbia specifically include autism. Alberta and Manitoba divide the conditions into mild/moderate and severe, with Alberta’s categories being based on the IQ range. Two important issues have to be emphasized. First, the term special needs does not include children whose life circumstances may have put them at risk for low educational outcomes, for example, children living in poverty, in disadvantaged neighborhoods, or with abusive caregivers. Therefore research on the transition to school for these populations is not considered in this article. Second, the term special needs, originating in the field of education, indicates educational needs that are different from those of typical children. For example, although a child with a pervasive developmental disorder has dramatically different educational needs th","cbCaiiprnJ2L1Pyk","https://ap.wps.com/l/cbCaiiprnJ2L1Pyk","pdf",266986,22,"English","# PART I. ISSUES IN TRANSITION TO KINDERGARTEN FOR CHILDREN WITH SPECIAL NEEDS\n## METHODS","[{\"question\":\"What major issues in the transition to kindergarten are identified in the study?\",\"answer\":\"Recurring themes include administrative problems such as lack of integration and evaluation of available services, alongside parent support issues like promoting advocacy.\"},{\"question\":\"How does the article define “special needs”?\",\"answer\":\"“Special needs” is treated as an operational term, with subtle differences across jurisdictions, and focuses on educational needs that differ from typical children.\"},{\"question\":\"What research gaps does the article highlight?\",\"answer\":\"Despite the importance and complexity of the transition, significant gaps exist in research knowledge about how children with special health needs adjust to kindergarten.\"}]","STARTING KINDERGARTEN: TRANSITION ISSUES FOR CHILDREN WITH SPECIAL NEEDS | PDF",1792084760,55]