Facilitating In-Classroom Transitions in Inclusive Preschools

The purpose of the current study is to treat in-classroom transitions of preschoolers in inclusive preschools and the transition strategies teachers use to facilitate these in-classroom transitions. In literature, it is emphasized that well-managed transitions decrease the time used for transitioning so increase the time will be used for engaging with academic activities; contrary ineffective transitions may result with challanging behaviors and so cause lose of a valuable school time with doing nothing. For this reason, in the literature, many transition strategies are introduced and there are many researches have been held for their effectiveness. In this review, in-classroom transitions are defined and the transition strategies inclusive preschool teachers’ use to facilitate in-classroom transitions are introduced