The Transition to Kindergarten for Children on the Autism Spectrum: A Qualitative Study Examining the Perspectives of Caregivers and Teachers on Home-School Collaboration

The transition to kindergarten can impact children's academic, social-emotional, and behavioral well-being. Caregivers and teachers play a critical role during the kindergarten transition, especially for children with developmental disabilities, such as those on the autism spectrum (AS). In this study, we used qualitative data from focus groups (N = 7) with 11 diverse caregivers and 14 special education teachers from public schools to understand the transition to kindergarten for children on the AS in the northeast of the United States. The 11 themes that emerged from our data indicated that caregivers and teachers had concerns about children (e.g., daily living skills) and the school (e.g., support staff). Early, frequent, and personalized communication between caregivers and teachers that was bi-directional and action-oriented were reported as facilitators. Limited, non-existent, or negative communication between caregivers and teachers, as well as external circumstances (e.g., access to WiFi, busing), were highlighted as barriers. During the transition to kindergarten, effective caregiver-teacher meetings warranted clear expectations, a team-based approach, and data to promote home-school alignment. These findings suggest that trainings during professional development should encourage teachers to take a tailored approach in working with families to ensure a smooth kindergarten transition for children on the AS.