The Kindergarten Transition for Children with Disabilities: A Systematic Review and Thematic Analysis of Parents’ Perspectives, Early Intervention Practices, and Implementation Gaps

Abstract

The transition to kindergarten is a critical developmental milestone within the broader continuum of early intervention and early childhood special education, particularly for children with disabilities who must navigate new instructional expectations, service changes, and social environments. This systematic review synthesized 12 peer-reviewed studies to examine parents’ perspectives on this process and the extent to which evidence-based transition practices are reflected in research and practice. Guided by PRISMA (Preferred Reporting Items for Systematic reviews and Meta-Analyses) procedures and appraised using the Mixed Methods Appraisal Tool, the review identified seven themes: communication and collaboration, transition practices, parental concerns, inclusion priorities, formal and informal supports, transition programs, and implementation gaps. Parents consistently emphasized the importance of early and sustained communication, continuity of services, and culturally responsive engagement while also describing stress, inequities, and gaps in implementation that undermined confidence in schools. Findings further indicate that many practices valued by families align with established evidence-based and recommended practices; however, their implementation remains inconsistent across settings. Although high-intensity, individualized transition practices were valued, they were inconsistently available, and low-intensity events were viewed as insufficient. Emerging evidence on structured transition programs and family-focused interventions suggests promising, yet underutilized, approaches for improving child and family outcomes. Findings highlight that parents serve as central advocates, decision-makers, and partners, underscoring the need for relationship-based, equitable transition systems. Implications for research, practice, and policy include the need to strengthen implementation fidelity, expand access to evidence-based supports, and explore innovative approaches, including technology-enhanced strategies, to improve transition experiences. Future research should prioritize more inclusive and intersectional approaches and evaluate structured interventions that strengthen family–school collaboration.

1. Introduction

Kindergarten represents a pivotal developmental stage in children’s lives, providing opportunities to acquire foundational skills such as self-regulation, positive social interactions, and attitudes that shape their ongoing learning and developmental pathways. This transition is not simply a change in physical environment but a complex developmental milestone that influences both immediate and long-term educational trajectories. The period of transition into kindergarten has been consistently recognized as critical for establishing children’s academic foundation, social–emotional competence, and overall adjustment to formal schooling (Sands & Meadan, 2024). When managed effectively, the transition process supports children’s adaptation to new social and learning environments, which, in turn, positively influences academic achievement, social functioning, and emotional well-being (Szydlo & Farnsworth, 2023). Conversely, poorly managed transitions may contribute to increased anxiety, reduced engagement, and persistent academic and behavioral challenges (Szydlo & Farnsworth, 2023). Early social and emotional skills developed during this period are strong predictors of later school success, highlighting the importance of intentional planning and support during this developmental stage (Wartmann, 2000).

Within the broader field of early intervention and early childhood special education (EI/ECSE), the transition to kindergarten represents a critical systems-level shift from early intervention services to school-based supports. This transition requires continuity in evidence-based, individualized, and family-centered practices delivered across home, community, and school settings. Despite this established knowledge base, challenges remain in translating evidence-based transition practices into consistent and high-quality implementation across diverse educational contexts.

The transition to kindergarten is particularly complex for children with disabilities. Unlike their typically developing peers, children with disabilities encounter an additional layer of transition as they adapt to differences in the nature and intensity of services, new instructional expectations, and classroom dynamics that may involve integration into inclusive settings (Daley et al., 2011). For these children, a smooth transition can mitigate stress and anxiety, buffer against negative emotions, and support both academic and social growth (Alberque & Matthews, 2024; Szydlo & Farnsworth, 2023). Beyond child-specific benefits, the kindergarten transition process plays a vital role in the collaborative development of individualized educational goals that align with the expectations of children, families, and schools (Kim, 2023). It also serves as a mechanism for identifying children’s strengths, abilities, challenges, and support needs in a way that promotes shared responsibility between educators and families (Alberque & Matthews, 2024). When well supported, the transition for children with disabilities fosters inclusive communication, personalized services, and collaborative partnerships that enhance both learning and developmental outcomes (Szydlo & Farnsworth, 2023).

Grounded in recommended practices within EI/ECSE, effective transition processes emphasize family-centered engagement, interdisciplinary collaboration, and the use of evidence-based strategies to support both child and family outcomes (Division for Early Childhood, 2014). However, emerging research suggests that these practices are not consistently implemented, with variability influenced by contextual, structural, and resource-related factors (Division for Early Childhood, 2014; Daley et al., 2011; Quintero & McIntyre, 2011).

For the purposes of this review, the kindergarten transition is defined as a multi-year continuum rather than a discrete event. This process begins up to two years prior to school entry, continues through the point of entry, and extends into the first two years of formal schooling (Kim, 2023; Alberque & Matthews, 2024; Scheerder et al., 2017). Such an extended conceptualization highlights that the transition is an evolving process encompassing preparation, entry, and post-entry adjustment. Recognizing its longitudinal nature is essential for understanding the scope of parental involvement, the dynamic needs of children, and the importance of sustained supports throughout the early years of schooling. This continuum perspective is consistent with early intervention frameworks that prioritize proactive planning, continuity of services, and sustained support across developmental stages, rather than isolated or one-time transition activities.

A successful transition into kindergarten requires the coordinated involvement of families, educators, administrators, and other professionals engaged in children’s educational journeys (Kim, 2023). Each stakeholder contributes unique expertise and responsibilities. Families, in particular, play a foundational role by advocating for their child’s needs, reinforcing learning goals at home, and building trust with school personnel (Alberque & Matthews, 2024). Parents, as primary caregivers, are uniquely positioned to interpret their child’s developmental profile, communicate priorities to educators, and ensure that services remain aligned with the child’s evolving needs (Alberque & Matthews, 2024). In addition, parents serve as advocates, decision-makers, and cultural informants whose insights reveal both the strengths and limitations of existing transition practices (Scheerder et al., 2017). Recognizing and valuing parental perspectives is therefore critical for building equitable and inclusive transition systems that align with family-centered care models and the principles outlined in the Individuals with Disabilities Education Act (IDEA, 2004). In this context, parents’ experiences provide essential insight into how evidence-based practices are enacted in real-world settings, including the extent to which systems effectively support family engagement, equity, and culturally and linguistically responsive practices.

Despite the importance of parental voices, the literature lacks a comprehensive and systematic synthesis of how families of children with disabilities navigate and experience the kindergarten transition. While several reviews have synthesized parental perspectives, existing reviews tend to focus on children without disabilities or approach transitions primarily from professional or systemic standpoints. For example, Morawska et al. (2026) conducted a systematic review of 61 studies on parents’ experiences during school transitions, but the majority of the included studies centered on typically developing children, offering only limited insight into families of children with disabilities. Similarly, Fontil et al. (2020) reviewed 39 studies concerning children with autism and other developmental disabilities but emphasized structural and professional barriers rather than families’ lived experiences. Other systematic reviews address school transitions in broader or later educational contexts (Hughes, 2013; Jindal-Snape et al., 2020; Van Rens et al., 2018). Hughes (2013) and Jindal-Snape et al. (2020), for instance, focused on secondary school transitions, while Van Rens et al. (2018) examined interventions designed to support transitions but noted that families were frequently excluded from planning and evaluation processes. Collectively, these reviews provide valuable insights yet do not offer a comprehensive synthesis of parental perspectives specific to the kindergarten transition for children with disabilities. Moreover, limited attention has been given to examining how evidence-based transition practices are implemented, adapted, and experienced by families across diverse contexts, particularly in relation to issues of implementation fidelity, feasibility, and equity.

Addressing this gap is critical given that parents are not passive participants but central actors whose expectations, experiences, and advocacy profoundly shape transition outcomes. Their perspectives shed light on the relational, cultural, and systemic dynamics that either facilitate or hinder successful transitions (Kim, 2023; Starr et al., 2016; Villeneuve et al., 2013). By focusing specifically on parental voices, researchers and practitioners can better understand not only the logistical and procedural aspects of transition but also the emotional and relational dimensions that underlie families’ experiences. Such insights are necessary to design more inclusive and responsive policies and practices that honor family expertise and strengthen home–school partnerships during this pivotal developmental stage. In addition, understanding parental perspectives can inform the development of innovative and scalable approaches, including technology-enhanced and coaching-based models, that support both families and educators in implementing effective transition practices.

The purpose of this systematic review is therefore to synthesize research on how parents of children with disabilities perceive and navigate the kindergarten transition. The review analyzes parental experiences, including their concerns, expectations, advocacy strategies, and perceived supports during this process. It also examines the extent to which these experiences reflect the use, implementation, and effectiveness of evidence-based transition practices within early intervention and early childhood special education systems. It further identifies recurring themes to highlight systemic challenges, effective practices, and gaps in current transition policies relevant to early childhood special education. Unlike broader reviews that conflate populations or emphasize educator perspectives, this review contributes uniquely to the field by offering a focused synthesis of parents’ lived experiences. By integrating insights related to practice, implementation, and family engagement, this review aims to inform future research, policy, and innovation in EI/ECSE. This systematic review is guided by the following research questions: (1) What are the descriptive characteristics of studies investigating parents’ perspectives on the transition to kindergarten for children with disabilities? (2) What is the methodological quality of studies included in this review? (3) What are the perspectives of parents on the transition to kindergarten for children with disabilities, including their expectations, challenges, and experiences of support?

2. Method

This study employed a systematic review methodology to explore and synthesize existing research on families’ experiences in the kindergarten transition process for children with disabilities. In addition, the review aimed to examine how these experiences reflect the use and implementation of evidence-based transition practices within EI/ECSE systems. A systematic review provides a structured approach to identifying, evaluating, and analyzing available evidence to produce a transparent, rigorous, and reliable synthesis of the literature (Scheerder et al., 2017). The review was guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework (PRISMA, 2020), ensuring methodological transparency and replicability. No prospective registration protocol was established for this review.

2.1. Search and Selection Procedures

A comprehensive search strategy was developed to identify peer-reviewed studies that examined parents’ experiences of the transition to kindergarten for children with disabilities. Consistent with the focus of this review, the search also aimed to capture studies describing transition practices, family engagement approaches, and implementation-related factors within EI/ECSE contexts. The search was conducted in February 2026 across the following electronic databases: Academic Search Complete, PsycINFO, Education Source, and Education Resources Information Center. These databases were selected for their broad coverage of education, psychology, and special education scholarship. Search terms were constructed using Boolean operators (AND, OR) and applied consistently across all four databases. The primary search string combined three conceptual clusters: (1) transition terminology: “kindergarten transition” OR “school transition” OR “transition to kindergarten”; (2) family participants: “parent*” OR “family” OR “caregiver” OR “mother” OR “father”; and (3) disability and perspective: “children with disabilities” OR “special needs” OR “developmental disabilities” AND “perspective*” OR “experience*” OR “perception*.” Search terms were applied to title, abstract, and keyword fields. Keywords were identified through prior literature and database indexing terms. Filters were applied to include only full-text, peer-reviewed journal articles published in English. No restrictions were placed on publication year to capture both foundational and recent contributions. Additional attention was given during screening to studies that described evidence-based practices, intervention strategies, or structured transition supports. The initial selection was based on screening titles, abstracts, and keywords for relevance. In addition, manual searches of reference lists from relevant reviews and empirical studies were conducted to identify additional eligible articles.

2.2. Inclusion and Exclusion Criteria

Studies were included in the review if they were published in a peer-reviewed academic journal, included parents or guardians of children with disabilities as primary participants, and focused specifically on the kindergarten transition process for children with disabilities. Eligible studies employed qualitative, quantitative, or mixed-methods approaches; were available in full text; and were written in English. For the purpose of this review, children with disabilities were defined broadly to include those with developmental delays, intellectual disabilities, autism spectrum disorder, and other recognized special education needs. Studies were also examined for their relevance to early intervention and early childhood special education practices, including the extent to which they described transition-related supports, services, or interventions. No geographic restrictions were applied in order to capture a diverse range of parental perspectives. Conversely, studies were excluded if they did not meet these standards. Specifically, studies were excluded if they were not published in peer-reviewed journals (e.g., dissertations, reports, or editorials), did not include parents or guardians as participants, focused exclusively on children without identified disabilities, or did not examine the kindergarten transition process.

2.3. Search Results

The database search initially yielded 495 articles. After removing 98 duplicates, 397 unique records remained. These records were downloaded as PDF files, assigned unique identification numbers, and stored in a centralized screening folder. A two-step screening process was conducted by the first author under the supervision of the co-author. In the first stage, titles and abstracts of all 397 records were reviewed, resulting in the exclusion of 378 studies that clearly did not meet inclusion criteria. The full texts of the remaining 19 studies were then examined in detail. Seven additional studies were excluded at this stage: four did not include parent participants, two did not focus on children with identified disabilities, and one did not address the kindergarten transition. Ultimately, 12 studies met all inclusion criteria and were included in the final synthesis. These studies collectively provided insight into parental perspectives as well as the implementation of transition practices across diverse contexts. The full selection process is summarized in the PRISMA flow diagram (see Figure 1).

2.4. Data Extraction and Descriptive Coding

A coding spreadsheet was developed to systematically extract and organize study characteristics. The following variables were recorded for each study: (a) author(s), publication year, and country; (b) research design; (c) data collection tools or measures; (d) analytic strategies; (e) participant demographics (age, gender, cultural background); and (f) types of disabilities represented among children of participating parents. In addition, data were extracted on the types of transition practices described (e.g., individualized supports, family engagement strategies, structured programs) and any references to evidence-based or recommended practices when available.

2.5. Quality Assessment

The Mixed Methods Appraisal Tool (MMAT, Version 2018; Hong et al., 2018) was used to evaluate the methodological quality of included studies. The MMAT allows for appraisal across five methodological categories: qualitative research, randomized controlled trials, non-randomized studies, quantitative descriptive studies, and mixed methods research. Each category contains five criteria, resulting in 25 appraisal items in total. In this review, only the criteria for qualitative studies and quantitative descriptive studies were applied, as no included studies used randomized controlled trials or mixed-methods designs. Of the 12 studies, nine were assessed using the quantitative descriptive criteria and three using the qualitative criteria. Each study was rated for each criterion as Yes (Y) if the criterion was fully met, Partially (P) if partially met, or Not Reported (NR) if missing or unclear. A quality score was then calculated by dividing the number of “Yes” responses by five (the total criteria) and multiplying by 100. Percentage scores were used in this review as a descriptive reporting convention to facilitate the presentation and comparison of methodological characteristics across studies with different designs. These scores were not used to generate an overall quality ranking or as a basis for excluding studies from the review, consistent with MMAT guidance (Hong et al., 2018). Instead, the criterion-by-criterion appraisal was emphasized, and detailed results for each MMAT criterion are presented in

Table 1. Quality Appraisal Results Using the Mixed Methods Appraisal Tool (MMAT; Hong et al., 2018).

Items	Forest et al. (2004)	Griebling and Gilbert (2020)	Hacıibrahimoğlu (2022)	Kim (2023)	McIntyre et al. (2010)	Quintero and McIntyre (2011)	Sands and Meadan (2024)	Starr et al. (2016)	Stormshak et al. (2021)	Villeneuve et al. (2013)	Welchons and McIntyre (2015)	Welchons and McIntyre (2017)
Qualitative
1.1. Is the qualitative approach appropriate to answer the research question?	-	-	-	-	-	-	Y	Y	-	Y	-	-
1.2. Are the qualitative data collection methods adequate to address the research question?	-	-	-	-	-	-	Y	Y	-	Y	-	-
1.3. Are the findings adequately derived from the data?	-	-	-	-	-	-	Y	Y	-	Y	-	-
1.4. Is the interpretation of results sufficiently substantiated by data?	-	-	-	-	-	-	Y	Y	-	Y	-	-
1.5. Is there coherence between qualitative data sources, collection, analysis, and interpretation?	-	-	-	-	-	-	Y	Y	-	Y	-	-
Quantitative
2.1. Is the sampling strategy relevant to address the research question?	Y	Y	Y	Y	Y	Y	-	-	Y	-	Y	Y
2.2. Is the sample representative of the target population?	P	P	P	P	P	NR	-	-	P	-	Y	Y
2.3. Are the measurements appropriate?	Y	Y	Y	Y	Y	Y	-	-	Y	-	Y	Y
2.4. Is the risk of nonresponse bias low?	Y	NR	NR	NR	NR	NR	-	-	P	-	Y	Y
2.5. Is the statistical analysis appropriate to answer the research question?	Y	R	Y	Y	Y	Y	-	-	Y	-	Y	Y

Note. Y: yes; P: partly; NR: not reported.

. The MMAT was selected as the appraisal tool for this review because it is specifically designed to evaluate studies across multiple methodological categories, including qualitative and quantitative descriptive designs. MMAT is uniquely suited to reviews that synthesize methodologically diverse primary studies.

2.6. Thematic Analysis of Parental Experience

To analyze parental experience, an inductive thematic analysis was conducted following Braun and Clarke’s (2006) six-step framework. Themes were generated directly from the data rather than pre-determined categories. The process began with repeated readings of the results and discussion sections of each study, followed by line-by-line coding to capture parental experiences, expectations, and concerns (Strauss & Corbin, 1998). Codes were iteratively compared and grouped into broader categories using the constant comparison method (Miles et al., 2014). All coding was conducted manually using a structured coding table to document excerpts, codes, and analytic notes. Particular attention was given to identifying themes related to the implementation, accessibility, and perceived effectiveness of transition practices, as well as barriers and facilitators influencing their use.

2.7. Inter-Rater Reliability

Screening of titles, abstracts, and full texts was conducted by the first author under the supervision of the co-author. Data extraction and descriptive coding were similarly completed by the first author. To ensure consistency in the review process, inter-rater reliability (IRR) was calculated for screening, descriptive coding, quality assessment, and thematic analysis. A secondary researcher independently reviewed 41.7% of the included studies. Agreement rates were 100% for screening and descriptive coding, 92% for quality assessment, and 100% for thematic analysis. IRR was calculated using the percent agreement formula: IRR = Agreements ÷ (Agreements + Disagreements) × 100 (Miles & Huberman, 1994). The high agreement rates indicated strong consistency and reliability in the review process.

3. Results

A total of 12 studies were included in this review. The majority were conducted in the United States (n = 10), with one study each from Canada and Türkiye. Findings are organized by descriptive characteristics, study quality, and parental perspectives on the kindergarten transition, with particular attention to the types of transition practices described and their implementation EI/ECSE contexts.

3.1. Study Characteristics

3.1.1. Research Design and Methodology

The 12 included studies employed a variety of methodological approaches. Six studies used survey designs, most often relying on the Family Experiences and Involvement in Transition (FEIT) questionnaire or its adaptations, with analyses conducted through descriptive statistics or inductive techniques. Two studies applied qualitative designs: one used semi-structured interviews with constant comparative analysis, and another used focus group interviews analyzed through open, axial, and selective coding. One study employed a quantitative pre–post experimental design using surveys and school reports with paired t-tests and descriptive statistics, while another implemented a quantitative intervention study using motivational interviewing analyzed with descriptive statistics and structural equation path modeling. A multi-perspective case study combined interviews and observations with cross-case analysis, while one descriptive correlational study and one longitudinal correlational study examined relationships among variables using standardized parent-report measures, t-tests, correlations, and regression analysis. This methodological diversity reflects efforts to capture both statistical patterns and in-depth parental perspectives on the transition to kindergarten, as well as emerging attempts to evaluate structured interventions and evidence-based transition practices.

3.1.2. Participant Characteristics

All studies reported participant numbers, with a total of 1212 parents included across the 12 studies. Gender information was provided in 11 studies (91.7%), showing that most participants were mothers (71.2%, n = 863), followed by fathers (13.6%, n = 165) and other caregivers (15.2%, n = 184). Parent age was reported in seven studies (58.3%), with mean ages ranging from 33 to 37 years. Ethnicity or cultural background was reported in 10 studies (83.3%), representing diverse groups such as White, Caucasian, Turkish, Korean-American, and African American parents, though some studies combined categories (e.g., White, Caucasian), which limited comparability. In terms of the children represented, all 12 studies described at least the developmental status or disability type. Four studies (33.3%) focused specifically on children with autism spectrum disorder (ASD), three studies (25%) compared children with and without disabilities, and the remainder included a mix of developmental delays, intellectual disabilities, Down syndrome, global developmental delays, emotional disturbance, other health impairments, and speech/language impairments. One study (8.3%) did not provide disability information.

Most of the reviewed studies did not consistently report whether children had received early childhood education services prior to transitioning to kindergarten. However, two studies explicitly stated that children were receiving such services before the transition (Villeneuve et al., 2013; Welchons & McIntyre, 2017). One additional study referred to preschool participation without specifying specialized services (Kim, 2023). This inconsistency is particularly notable given the central role of early intervention and ECSE services in shaping transition experiences and highlights a gap in the literature regarding continuity of evidence-based supports across systems.

3.1.3. Study Quality

Quality appraisal of the 12 included studies showed generally moderate to high methodological rigor (see Table 1). The three qualitative studies scored consistently strong, each meeting all five MMAT criteria. Among the nine quantitative studies, scores were more variable, ranging from 60% to 100%, with an average of 82.2%. While all quantitative studies used appropriate measurement tools and statistical analyses, many showed weaknesses in reporting. Specifically, only three studies clearly addressed the risk of nonresponse bias, and six provided only partial or unclear information regarding sample representativeness. Sampling strategies and measurement tools, however, were generally adequate across studies. Overall, despite some variability in methodological reporting, most studies demonstrated acceptable to high quality. This provides a credible foundation for synthesizing parents’ perspectives on the transition to kindergarten for children with disabilities.

3.2. Thematic Synthesis

As shown in

Table 2. Thematic Synthesis of Parents’ Perspectives on the Kindergarten Transition.

Theme	Definition	Subthemes	No. of Studies	Example References
Communication and Collaboration	How parents, teachers, and service providers exchange information and work together during transition, reflecting family-centered and evidence-based collaboration practices within EI/ECSE systems.	Sparse/Late Communication; Breaks in Info Transfer; Limited Teacher Inclusion; Parent-Initiated Bridging; Advocacy & Language Barriers	9	Villeneuve et al. (2013); Sands and Meadan (2024); Starr et al. (2016)
Transition Practices	Strategies used by schools/educators to prepare children and families for kindergarten, including the implementation of evidence-based and recommended transition practices.	High-Intensity Supports; Low-Intensity Events; Educator/System Barriers	8	Griebling and Gilbert (2020); McIntyre et al. (2010); Quintero and McIntyre (2011)
Parental Concerns	Worries/uncertainties expressed by families regarding children’s adjustment to school, highlighting areas where transition practices may not adequately address child and family needs.	Common Concerns; Behavioral Readiness; Rising Anxiety	8	Welchons and McIntyre (2015); Kim (2023); Hacıibrahimoğlu (2022)
Inclusion Priorities and Expectations	How families envision inclusion and what outcomes they value most, including alignment with equitable and inclusive early childhood practices.	Academic vs. Social Pathways; Risks of Lowered Expectations; Placement & Predictors	6	Forest et al. (2004); Villeneuve et al. (2013); Kim (2023)
Formal and Informal Supports	Resources families relied on to navigate transition, both professional and community-based, including family-centered supports and intervention approaches.	Preschool Services as Liaison; Community Networks; Family Coaching Interventions	7	Starr et al. (2016); Villeneuve et al. (2013); Stormshak et al. (2021)
Transition Programs	Structured programs to prepare children/families for kindergarten entry, representing emerging evidence-based and scalable intervention approaches.	Child Outcomes; Parent Outcomes; School Outcomes	3	Griebling and Gilbert (2020); Welchons and McIntyre (2017)
Implementation Gaps	Mismatch between planned supports and actual implementation, highlighting issues related to implementation fidelity, feasibility, and system-level barriers.	Planning Without Follow-Through; Resource/Structural Barriers	5	Starr et al. (2016); Welchons and McIntyre (2015); Hacıibrahimoğlu (2022)

, the thematic synthesis of the 12 studies revealed seven overarching themes that capture parents’ perspectives on the kindergarten transition for children with disabilities. Within these themes, 20 subthemes were identified. These subthemes reflect both shared experiences across families and context-specific variations related to disability type, service histories, and cultural and linguistic diversity. Across themes, findings also highlight the extent to which evidence-based and recommended practices are implemented, adapted, or absent in real-world transition contexts. The following sections present each theme and its subthemes, with examples and counts of studies that reported them.

3.2.1. Communication and Collaboration

Communication and collaboration refer to how parents, teachers, and service providers exchange information and work together during the kindergarten transition. This theme reflects the extent to which families are included as partners in decision-making and whether communication is timely, accurate, and supportive. These elements are central components of evidence-based, family-centered practices within EI/ECSE. Subthemes include sparse or late communication from schools, breaks in information transfer, limited kindergarten teacher inclusion, parent-initiated bridging, and advocacy challenges including language barriers.

Sparse or Late Communication from Schools. Across six studies, parents consistently described frustration with limited or delayed communication from schools about teacher assignments, class placement, and available supports. Families often learned such critical information only weeks or even days before the start of school, heightening stress and leaving them feeling unprepared (Villeneuve et al., 2013; Sands & Meadan, 2024). Similar concerns were reported in McIntyre et al. (2010), where parents highlighted uncertainty about classroom placement, and in Welchons and McIntyre (2015), where families wished for more structured communication opportunities with schools. Parents across contexts expressed that early, consistent updates would have helped them prepare both themselves and their children for transition.

Breaks in Information Transfer. Five studies identified breakdowns in the transfer of child-specific information between preschool and kindergarten settings. Villeneuve et al. (2013) noted that communication systems and individualized strategies used in preschool often did not carry over, limiting children’s ability to interact effectively with peers and teachers. Similarly, Starr et al. (2016) found that kindergarten teachers frequently began the school year with only minimal notes rather than comprehensive information about the child, leaving them unprepared. Quintero and McIntyre (2011) also highlighted that incomplete sharing of developmental and behavioral data reduced continuity of support. Such lapses undermined consistency and risked slowing developmental progress.

Limited Kindergarten Teacher Inclusion. Four studies emphasized that kindergarten teachers were often excluded from transition planning meetings or discussions (Starr et al., 2016; Villeneuve et al., 2013). Teachers reported frustration at being expected to support children without meeting them beforehand or having access to detailed reports. For example, Welchons and McIntyre (2017) found that while preschool teachers were heavily involved in transition activities, kindergarten teachers had fewer opportunities to contribute. Parents also expressed concern that the educators responsible for their child’s daily learning were often left out of critical planning conversations.

Parent-Initiated Bridging. In response to communication gaps, parents frequently assumed the role of information brokers. Six studies described parents creating “All About Me” binders, organizing preschool–school meetings, or directly pushing for communication systems to be in place (Villeneuve et al., 2013; Starr et al., 2016; Welchons & McIntyre, 2015). These strategies were often effective in ensuring teachers had essential information, but they also reinforced inequities. Families with time, resources, and familiarity with the education system could fill gaps, whereas immigrant and lower-resourced families were left at a disadvantage.

Advocacy as Battle and Language Barriers. Five studies described parental advocacy as emotionally draining, with many families likening it to a “battle” with schools (Starr et al., 2016; Sands & Meadan, 2024). Families with limited English proficiency faced additional challenges. For instance, Mandarin- and Arabic-speaking parents reported feelings of helplessness and marginalization, including discriminatory treatment in school interactions (Villeneuve et al., 2013). Hacıibrahimoğlu (2022) also found that cultural and linguistic barriers reduced parents’ ability to voice concerns or negotiate for services. These findings underscore how language and cultural differences intensified the difficulties of communication and collaboration during transition. Collectively, these findings indicate that while communication and collaboration are widely recognized as essential evidence-based practices, their implementation is often inconsistent and influenced by systemic and contextual barriers.

3.2.2. Transition Practices

Transition practices describe the strategies used by schools and educators to prepare children and families for kindergarten. These range from universal, low-intensity events to individualized, high-intensity supports. This theme provides insight into how evidence-based and recommended transition practices are operationalized in practice. Subthemes include high-intensity supports, low-intensity events, and educator/system barriers.

High-Intensity Supports. Six studies reported that parents valued individualized and targeted transition practices, such as structured planning meetings, preschool observations by kindergarten teachers, and the use of transition books or child profiles (Forest et al., 2004; Griebling & Gilbert, 2020; Hacıibrahimoğlu, 2022; Kim, 2023; Sands & Meadan, 2024; Villeneuve et al., 2013). These strategies helped families feel that schools understood their child’s specific strengths and challenges. For instance, Griebling and Gilbert (2020) described how collaborative planning meetings reassured parents that school staff were prepared for their child’s entry. Kim (2023) highlighted that parents appreciated transition books that documented routines, preferences, and strategies, which eased children’s adjustment to new classrooms. Hacıibrahimoğlu (2022) also noted that preschool visits by receiving teachers reduced anxiety for both educators and families, providing a clearer picture of the child beyond paperwork. Despite these benefits, studies consistently pointed out that such high-intensity supports were inconsistently offered, often dependent on local leadership or available resources rather than standardized practice.

Low-Intensity Event. Seven studies reported that most families experienced low-intensity events such as orientation sessions, registration days, or open houses (McIntyre et al., 2010; Quintero & McIntyre, 2011; Welchons & McIntyre, 2015, 2017; Sands & Meadan, 2024; Stormshak et al., 2021; Villeneuve et al., 2013). These events introduced children to the school environment and routines but rarely addressed individualized needs. For example, McIntyre et al. (2010) found that while orientations familiarized children with school settings, families of children with disabilities continued to report elevated concerns. Stormshak et al. (2021) similarly observed that universal events did little to address behavior-related challenges, underscoring the need for more tailored supports. Welchons and McIntyre (2015, 2017) also demonstrated that parents of children with developmental disabilities reported more persistent concerns compared to families of typically developing peers, even after attending these events. Collectively, findings suggest that while common, low-intensity practices were insufficient for families navigating more complex needs.

Educator/System Barriers. Four studies identified systemic and structural barriers that hindered effective implementation of transition practices (McIntyre et al., 2010; Quintero & McIntyre, 2011; Starr et al., 2016; Villeneuve et al., 2013). Teachers reported challenges coordinating across multiple feeder preschools, which limited opportunities for individualized planning (Quintero & McIntyre, 2011). McIntyre et al. (2010) noted that large caseloads and administrative pressures constrained the time teachers could devote to transition activities. Starr et al. (2016) emphasized that kindergarten teachers were often excluded from formal planning meetings, leaving them unprepared to support children on the first day of school. Villeneuve et al. (2013) further observed variability in school-level leadership, with some administrators prioritizing cross-system collaboration while others provided minimal structures for communication. These studies collectively highlight that inconsistent administrative support and structural challenges, rather than lack of family or teacher effort, were central barriers shaping the quality of transition practices. Overall, findings suggest that although evidence-based transition practices are available and valued by families, their implementation lacks consistency, standardization, and equitable access across settings.

3.2.3. Parental Concerns

Parental concerns capture the worries and uncertainties expressed by families as their children with disabilities prepared to transition into kindergarten. These concerns centered on children’s ability to adapt socially and behaviorally, to manage school routines, and to establish peer relationships, with academic preparedness often secondary. Subthemes include common concerns, behavioral readiness, and rising anxiety before entry.

Common Concerns. Eight studies reported that parents consistently expressed concerns about their children’s adjustment to school routines, relationships with teachers, and ability to make friends (McIntyre et al., 2010; Welchons & McIntyre, 2015, 2017; Villeneuve et al., 2013; Griebling & Gilbert, 2020; Kim, 2023; Sands & Meadan, 2024; Hacıibrahimoğlu, 2022). These concerns were more frequent and more intense among parents of children with disabilities compared to those of typically developing peers. For instance, Welchons and McIntyre (2015) found that parents of children with developmental disabilities reported significantly higher levels of transition-related concerns across almost all items of the FEIT questionnaire. Similarly, Villeneuve et al. (2013) described parents worrying about whether teachers would recognize and respond to their child’s needs, while Griebling and Gilbert (2020) noted parents’ anxieties about their child’s ability to cope with the increased academic and social expectations of school. Although academic preparedness was mentioned, parents typically framed it as secondary to social and behavioral adjustment, reflecting the belief that emotional and social readiness provided the foundation for later learning.

Behavioral Readiness. Five studies specifically highlighted that parents considered behavioral readiness such as following directions, regulating emotions, and adapting to group routines as the most important factor for transition success (McIntyre et al., 2010; Quintero & McIntyre, 2011; Hacıibrahimoğlu, 2022; Kim, 2023; Sands & Meadan, 2024). Kim (2023) reported that parents frequently emphasized the importance of their children being able to “sit still” and engage with peers, even more than mastering letters or numbers. Hacıibrahimoğlu (2022) similarly observed that Turkish parents prioritized behavior and emotional control as the main determinant of school readiness. In Quintero and McIntyre (2011), preschool teachers echoed these parental concerns, linking children’s social–behavioral skills to smoother transitions. These findings demonstrate that parents often prioritized behavioral adaptation over academics, reflecting a broader understanding of readiness as the capacity to succeed in structured social and group settings.

Rising Anxiety Before Entry. Four studies reported that as the first day of kindergarten approached, parental anxiety intensified, often triggered by last-minute changes or lack of clarity from schools (Villeneuve et al., 2013; Starr et al., 2016; Welchons & McIntyre, 2017; Sands & Meadan, 2024). Villeneuve et al. (2013) described how parents experienced “crises” when schools introduced unexpected transportation plans or altered support arrangements, leaving families to renegotiate inclusion at the eleventh hour. Starr et al. (2016) noted that teachers themselves sometimes mirrored this anxiety, feeling unprepared due to incomplete information, which further heightened parents’ stress. Welchons and McIntyre (2017) found that parents of children with disabilities reported persistent concerns even after universal transition events, suggesting that uncertainty continued until school entry. Sands and Meadan (2024) similarly documented how both parents and teachers expressed heightened worry as the transition neared, underscoring the emotional toll of this critical period. These concerns further reflect the need for transition practices that are not only evidence-based but also responsive to children’s social–emotional and behavioral needs within inclusive early childhood settings.

3.2.4. Inclusion Priorities and Expectations

Inclusion priorities and expectations reflect how families envisioned their children’s place in kindergarten classrooms, what outcomes they valued most, and how these expectations were influenced by cultural, socioeconomic, and experiential factors. While nearly all families valued inclusion, they differed in how they defined and pursued it whether through academic achievement, social belonging, or advocacy for equitable treatment. Subthemes include academic vs. social pathways, risks of lowered expectations, and placement and predictors.

Academic vs. Social Pathways. Five studies reported that families consistently valued inclusive placements but emphasized different pathways to achieving inclusion (Forest et al., 2004; Villeneuve et al., 2013; Griebling & Gilbert, 2020; Hacıibrahimoğlu, 2022; Kim, 2023). Villeneuve et al. (2013) found that some parents prioritized academic participation, believing that keeping pace with peers in literacy and numeracy would support belonging, while others emphasized social relationships and communication as the foundation for successful inclusion. Griebling and Gilbert (2020) described parents who valued peer friendships as evidence of successful inclusion, noting that even small social interactions reassured them of their child’s acceptance. In contrast, Hacıibrahimoğlu (2022) reported that Turkish parents tended to focus on preparing their children academically, emphasizing skills like literacy and numeracy to counteract stigma. These findings suggest that parents’ expectations are not fixed but evolve with children’s development, cultural context, and school experiences.

Risks of Lowered Expectations. Four studies highlighted parental concerns about the negative consequences of lowered teacher expectations in inclusive settings (Starr et al., 2016; McIntyre et al., 2010; Quintero & McIntyre, 2011; Sands & Meadan, 2024). Starr et al. (2016) described how parents and early intervention providers feared that limited teacher knowledge of disability led to children being held to reduced standards in kindergarten compared to preschool. McIntyre et al. (2010) and Quintero and McIntyre (2011) similarly noted that teachers’ concerns about children with behavioral challenges sometimes resulted in less demanding classroom expectations, which parents viewed as discouraging and potentially harmful to growth. Sands and Meadan (2024) further observed that parents equated lowered expectations with a lack of opportunity for meaningful participation, reinforcing the need for teacher preparation to sustain progress made during early intervention.

Placement and Predictors. Three studies reported that placement type and family characteristics shaped both experiences and expectations of inclusion (Kim, 2023; Welchons & McIntyre, 2015; Villeneuve et al., 2013). Kim (2023) found that Korean-American families whose children entered self-contained classrooms expressed heightened concern about social isolation, underscoring cultural expectations for peer belonging. Welchons and McIntyre (2015) reported that families of children with developmental disabilities expressed greater concerns overall than families of typically developing peers, particularly regarding placement decisions and continuity of supports. Villeneuve et al. (2013) highlighted how socioeconomic resources and parental advocacy influenced placement outcomes, with highly resourced families often securing inclusive placements and additional supports. Together, these studies show that cultural background, socioeconomic status, and advocacy skills act as important predictors of whether families’ inclusion expectations are realized. These findings highlight the importance of aligning inclusive practices with both evidence-based instruction and family-defined priorities, while also addressing disparities in access and expectations across contexts.

3.2.5. Formal and Informal Supports

Formal and informal supports capture the resources families relied on to navigate the transition to kindergarten, including professional guidance from preschool providers, networks of community organizations, and structured interventions to build parental capacity. These supports reduced anxiety, enhanced continuity of care, and strengthened family advocacy, though their availability was uneven across contexts. Subthemes include preschool services as a liaison, community networks, and family coaching interventions.

Preschool Services as Liaison. Six studies reported that preschool providers played a central role in facilitating transitions by conducting reassessments, preparing documentation, and accompanying families to planning meetings (Forest et al., 2004; Villeneuve et al., 2013; Welchons & McIntyre, 2015; Hacıibrahimoğlu, 2022; Griebling & Gilbert, 2020; Starr et al., 2016). Villeneuve et al. (2013) noted that preschool teams prepared reassessment reports that families could share with schools, while Starr et al. (2016) described how preschool staff often mediated between families and educators, reducing parental stress. However, families expressed difficulty adjusting once these supports ended, with several describing the transition as a “free-fall” after years of family-centered services.

Community Networks. Four studies highlighted the role of community networks, particularly for immigrant and linguistically diverse families (Starr et al., 2016; Kim, 2023; Villeneuve et al., 2013; Sands & Meadan, 2024). Starr et al. (2016) described how Arabic-speaking families learned about their rights to inclusive placements through community groups, enabling them to resist pressure toward segregated options. Kim (2023) similarly reported that Korean-American families relied heavily on ethnic community organizations to interpret school procedures and advocate for services. These networks filled critical gaps left by schools, especially when formal communication was insufficient.

Family Coaching Interventions. Only one study directly tested a structured intervention to enhance family supports. Stormshak et al. (2021) demonstrated that motivational interviewing improved parenting skills, which mediated reductions in child problem behaviors during the kindergarten transition. Although limited in number, this evidence points to the promise of family-focused interventions as scalable supports to improve both child outcomes and parental confidence. Taken together, these findings suggest that while family-centered supports are critical components of effective transition practices, access to such supports remains uneven, and structured, evidence-based interventions are underutilized.

3.2.6. Transition Programs

Transition programs refer to structured, school- or community-led initiatives designed to prepare children and families for kindergarten entry. These included summer readiness programs, extended orientation activities, and targeted workshops. Findings suggest benefits for children, parents, and schools, though such programs were reported in only three studies. Subthemes include child outcomes, parent outcomes, and school outcomes.

Child Outcomes. Three studies that evaluated structured transition programs found positive effects on children’s adjustment (Griebling & Gilbert, 2020; Welchons & McIntyre, 2017; Sands & Meadan, 2024). Griebling and Gilbert (2020) reported that children who participated in summer readiness programs demonstrated smoother socio-emotional adjustment and reduced anxiety. Welchons and McIntyre (2017) found that early exposure to classroom routines predicted stronger socio-behavioral outcomes, while Sands and Meadan (2024) observed that structured orientation helped children with developmental disabilities engage more confidently with peers.

Parent Outcomes. Two studies reported that transition programs also reduced parental anxiety and improved family–school relationships (Griebling & Gilbert, 2020; Villeneuve et al., 2013). Griebling and Gilbert (2020) noted that parents who attended workshops gained confidence in supporting their child’s transition and felt better connected to teachers. Villeneuve et al. (2013) similarly documented that early workshops with health and education professionals helped parents prepare information to share at transition meetings, fostering stronger advocacy roles.

School Outcomes. Two studies indicated that schools benefited from structured transition programs by gaining more instructional time and identifying student needs earlier (McIntyre et al., 2010; Griebling & Gilbert, 2020). Teachers reported that children who had attended transition programs required less adjustment time in the fall, allowing educators to focus on learning. Early collaboration with families also provided schools with important information to plan supports proactively. Although limited in number, these studies provide promising evidence for the effectiveness of structured, evidence-based transition programs in improving outcomes for children, families, and schools, highlighting the need for broader implementation and scalability.

3.2.7. Implementation Gaps

Implementation gaps describe the mismatch between planned transition supports and their execution at the school level. Despite careful planning, families frequently reported that promised services were delayed, inconsistently provided, or unavailable, leading to frustration and reduced trust. Subthemes include planning without follow-through and resource/structural barriers.

Planning Without Follow-Through. Four studies highlighted that transition meetings and documents often failed to translate into action once children entered kindergarten (Villeneuve et al., 2013; Starr et al., 2016; Quintero & McIntyre, 2011; Sands & Meadan, 2024). Villeneuve et al. (2013) described how families who had carefully developed transition books and strategies later discovered that schools had misplaced or disregarded them. Similarly, Starr et al. (2016) reported that teachers often received only fragmentary information despite detailed transition planning meetings. Parents described such lapses as discouraging, undermining trust in schools’ willingness to collaborate.

Resource and Structural Barriers. Four studies documented systemic resource constraints that limited implementation of planned supports (Starr et al., 2016; Welchons & McIntyre, 2015; McIntyre et al., 2010; Hacıibrahimoğlu, 2022). Starr et al. (2016) described teachers’ difficulties managing open-concept classrooms without adequate resources for children with autism spectrum disorder. Welchons and McIntyre (2015) noted insufficient access to educational assistants, while McIntyre et al. (2010) reported that large caseloads restricted individualized planning. Hacıibrahimoğlu (2022) added that bureaucratic delays in Türkiye further slowed service provision, frustrating families. Collectively, these findings underscore that resource and structural challenges, not just communication lapses, are key barriers to effective transition implementation. These findings underscore a persistent gap between recommended evidence-based practices and their actual implementation, emphasizing the need to address issues of implementation fidelity, resource allocation, and system-level coordination within EI/ECSE.

4. Discussion

This review synthesized findings from 12 studies examining parents’ perspectives on the transition to kindergarten for children with disabilities. Situated within the broader context of EI/ECSE, families described the transition as a process marked by uncertainty, advocacy, and high emotional stakes. While studies varied in design, several consistent patterns emerged that highlight both ongoing challenges and opportunities for improving transition practices. Importantly, many of the practices valued by families align with established evidence-based and recommended practices; however, this review highlights persistent gaps in their implementation across settings.

One of the clearest findings was the importance of communication and collaboration between families and schools. Parents reported frustration with late or sparse information about placements and supports, inconsistent transfer of child-specific data from preschool to kindergarten, and limited involvement of kindergarten teachers in planning (Villeneuve et al., 2013; Starr et al., 2016; Welchons & McIntyre, 2017). These breakdowns created avoidable stress for families and undermined continuity of care. At the same time, when schools engaged parents early through meetings, preschool visits, or child profiles, families felt better prepared and more confident (Griebling & Gilbert, 2020; Sands & Meadan, 2024). These findings echo existing recommendations from the Division for Early Childhood (DEC) that emphasize timely, two-way communication as central to effective transition planning. However, the inconsistency in implementation suggests a need for greater attention to implementation fidelity and system-level accountability to ensure that these evidence-based practices are delivered as intended.

A second key finding was parents’ emphasis on social–behavioral readiness over academic skills. Across studies, families consistently expressed greater concern about their children’s ability to regulate emotions, follow routines, and build peer relationships than about literacy or numeracy preparation (McIntyre et al., 2010; Hacıibrahimoğlu, 2022; Kim, 2023). These priorities suggest that parents recognize adjustment to group expectations and social competence as prerequisites for academic learning. Yet many school-based transition activities, such as orientation days or registration events, primarily addressed logistics rather than behavioral or socio-emotional preparation (Welchons & McIntyre, 2015; Stormshak et al., 2021). This mismatch highlights a need for transition practices that explicitly support behavioral readiness alongside academic preparation. Aligning transition practices with evidence-based approaches that target social–emotional and behavioral competencies is critical, particularly within inclusive early childhood settings.

Third, the review underscores the pivotal role of supports and resources in shaping transition experiences. Families relied heavily on early intervention providers and community networks to navigate the process (Starr et al., 2016; Villeneuve et al., 2013; Kim, 2023). Parents frequently described feeling a sense of “free fall” when these supports ended, illustrating the gap between early childhood services and school-based systems (Forest et al., 2004). This discontinuity reflects a broader systems-level challenge in ensuring alignment and coordination across EI/ECSE and K–12 systems. At the same time, the few studies that evaluated structured transition programs or family interventions showed promising outcomes, including reduced parental anxiety and improved child adjustment (Griebling & Gilbert, 2020; Stormshak et al., 2021). These findings suggest that while informal and community-based supports are vital, more systematic, evidence-based transition programs could provide consistent benefits across settings. Scaling such programs and ensuring their accessibility across diverse contexts remain important priorities for the field.

Finally, the review points to systemic inequities and implementation gaps. Families with greater resources or familiarity with school systems were better able to advocate for individualized supports, while immigrant and linguistically diverse families faced additional barriers, including discrimination and lack of interpreters (Hacıibrahimoğlu, 2022; Sands & Meadan, 2024). Even when transition plans were developed, parents often reported that they were not fully implemented due to staffing shortages, administrative inconsistency, or resource constraints (McIntyre et al., 2010; Villeneuve et al., 2013). These findings highlight the need for structural reforms, including accountability systems to ensure follow-through and culturally responsive approaches to engage diverse families. Addressing these disparities is essential for advancing equity in early intervention and ensuring that all families have access to high-quality, evidence-based transition supports.

An additional implication of this review relates to the role of innovation and emerging approaches in supporting transition practices. Although limited, evidence from structured programs and family-focused interventions suggests promising directions for enhancing outcomes. Technology-enhanced approaches, such as digital communication platforms, virtual transition supports, and AI-supported coaching models, may offer potential for improving access, consistency, and personalization of transition services, though empirical evidence in this area remains limited. Future research should explore how such innovations might be integrated into EI/ECSE systems while maintaining fidelity to evidence-based practices.

Taken together, this synthesis shows that successful kindergarten transitions require more than generic orientation activities; they depend on intentional, individualized, and culturally responsive collaboration across systems. For families of children with disabilities, transition is both a critical developmental milestone and a test of how effectively early childhood and school systems work together. Strengthening communication, prioritizing behavioral readiness, expanding structured supports, and addressing systemic inequities are essential steps toward ensuring more equitable and positive transition experiences. Equally important is the need to bridge the gap between research and practice by promoting the consistent implementation of evidence-based transition strategies across diverse educational settings.

4.1. Limitations and Recommendations for Future Research

This review has several limitations that should be acknowledged. First, it was restricted to peer-reviewed journal articles published in English, which may have excluded relevant studies in other languages, dissertations, or reports from advocacy organizations. Second, the inclusion criteria focused on studies where parents were the primary participants. While this sharpened the focus on family perspectives, it may have overlooked insights from studies that included educators or other stakeholders. Finally, the review relied on the reporting quality of included studies, and many offered limited demographic or methodological detail. This lack of detail made it difficult to compare findings across different subgroups (e.g., disability types, cultural backgrounds, or socioeconomic contexts), which in turn constrains the depth and generalizability of the synthesis.

Given these limitations, future research should be more inclusive and representative of diverse family experiences. Studies should prioritize robust demographic reporting and purposive sampling to capture underrepresented groups such as families of color, immigrant families, single caregivers, and those from rural or low-income communities. Applying an intersectional lens is also critical to examine how factors like race, disability type, language, and socioeconomic status intersect to shape experiences. Finally, research should move beyond description to evaluate interventions such as structured transition protocols, family engagement programs, culturally responsive strategies, and cross-system collaboration, while involving families and educators as co-researchers to ensure findings are actionable and grounded in practice. Future research should also prioritize the evaluation of implementation outcomes, including feasibility, fidelity, acceptability, and scalability of transition practices, as well as the integration of innovative and technology-supported approaches to enhance service delivery.

4.2. Recommendations for Practice

The findings of this review highlight several practices that can strengthen the kindergarten transition for children with disabilities. Parents emphasized the need for early and ongoing communication, noting that timely updates and structured opportunities to engage reduced stress and built confidence (McIntyre et al., 2010; Griebling & Gilbert, 2020). Schools should begin transition planning at least six months before entry and offer both written and verbal guidance in accessible formats. Individualized communication tools such as transition notebooks or checklists can help families stay informed, while meetings and visits allow them to contribute meaningfully. Parents also reported feeling most empowered when treated as equal partners, underscoring the importance of empathetic collaboration where educators invite families to planning meetings, acknowledge their expertise, and follow up on shared decisions (Welchons & McIntyre, 2015; Forest et al., 2004). Culturally responsive approaches are equally essential, as linguistic and cultural differences shaped families’ engagement and trust with schools (Quintero & McIntyre, 2011; Starr et al., 2016).

Beyond communication, families identified continuity of services and emotional support as critical needs. Parents often expected preschool services to carry into kindergarten, yet poor coordination between systems created gaps that undermined progress (Kim, 2023; Hacıibrahimoğlu, 2022). Educators should prioritize cross-system collaboration through joint meetings and shared documentation to ensure smooth service delivery. Parents also described the transition as emotionally taxing, highlighting the value of reassurance, validation, and supports such as peer groups or transition counselors (Sands & Meadan, 2024). Because families vary in what they find most helpful, schools should avoid one-size-fits-all approaches and instead offer a range of options from structured workshops and orientation programs to more relational strategies like home visits, family nights, and open classroom days. In addition, practitioners should consider integrating technology-supported tools, such as digital communication systems and virtual transition supports, to enhance accessibility, improve coordination, and support the consistent implementation of evidence-based practices.

5. Conclusions

The transition to kindergarten represents a pivotal stage for children with disabilities and their families, shaping both immediate school experiences and long-term engagement. This review of 12 studies revealed that while parents valued inclusion and sought continuity of services, they frequently faced systemic, cultural, and communication barriers that heightened stress and limited their involvement. At the same time, evidence highlighted practices that fostered more positive transitions, including early and sustained communication, coordinated cross-system planning, and culturally responsive, family-centered engagement. Parents emphasized the importance of being treated as partners rather than passive recipients, underscoring that effective transitions depend on intentional planning, trust-building, and collaboration between families and schools. Advancing the field will require not only strengthening implementation fidelity and accountability for evidence-based practices but also leveraging innovative and scalable approaches to improve access, consistency, and quality of transition supports. By aligning research, practice, and policy within EI/ECSE systems, stakeholders can better support children and families during this critical developmental transition and promote more equitable and inclusive outcomes.