Abstract

The transition from preschool to kindergarten is a very exciting time in a child’s life (Rimm-Kaufman & Pianta, 1999). This transition introduces the students to new changes in their environment, where they are exposed to new teachers, classmates, and responsibilities (Yamuchi, 2020). These new changes can affect children behaviourally, socially, and emotionally since preschool and kindergarten have very different dynamics. Children with autism spectrum disorder (ASD) tend to have more difficulty transitioning to kindergarten compared to neurotypical children, causing them to be more vulnerable during this change (Fontil & Petrakos, 2015). This study explored the experiences of ten (10) parents with children with ASD during their children’s transition to kindergarten from preschool. A semi-structured interview was used to understand their perspectives and the experiences of their child’s transition to kindergarten. These questions explored their thoughts and feelings about their child’s transitions, challenges, and successes. The findings found that participants had a lot of support from their child’s daycare, but as they went to kindergarten, the amount of support decreased significantly. Participants who experienced successful transitions were due to the collaboration between parents, daycare, and school personnel, as well as intensive support and understanding of the child’s needs. Several challenges included unsupportive teachers, a lack of resources from elementary schools, and unrepresentative IEPs. This study underscores the importance of collaboration among kindergarten teachers, parents, and daycare educators to facilitate the successful transition of children with ASD and assist children in preparation for kindergarten.