Supporting the Engagement of Newcomer Families Throughout the Special Education Kindergarten Transition: A Culturally Inclusive Approach From One Head Start Program

<i>Alicia, a young mother, and her family recently arrived in the United States after a long and hazardous journey from Central America. The family was greeted by a shelter for families seeking asylum which helped the family enroll their two young children in a Head Start program recognized for their advocacy efforts for newcomer families. Alicia's oldest child, Mateo, just turned four and will be entering kindergarten next school year. He was found eligible for special education services after demonstrating signs of developmental delay. With support from the interdisciplinary team in his Head Start program, Mateo began receiving services including special education, occupational therapy, and speech-language. Both Mateo's family and his teachers have noticed improvements in his skills over the course of the preschool year, and his family is very appreciative of the supports Mateo has been receiving. Alicia has become an active member of the school community and continues Mateo's learning at home using activities she learns from Mateo's teachers as well as lessons she remembers from her home country</i>. <i>A few months before the end of the year, the school team mentions to Alicia that it is time to begin preparing for the transition to kindergarten. Alicia is confused; Mateo just started school here and he is doing well, why does he have to leave? Her family has already had to start over in a new country; they found a safe, trusting space with the Head Start program. The idea of leaving a place that has become a foundation for the family is devastating and terrifying. Alicia begins to worry, and as the district transition team introduces the transition process, she becomes more anxious and confused. The IEP timelines, paperwork, meetings, and procedures are complicated and confusing, especially since Alicia and her family speak Spanish, and much of the conversations and materials are in English. She is also still learning about the U.S. school system and is unfamiliar with many of the terms, placements, and expectations that her school team has been discussing. In addition to the kindergarten transition, the family is trying to navigate the asylum process and find more permanent housing. Alicia feels very overwhelmed and isolated. She knows very few people in the U.S., and her husband is overloaded working two jobs to help support the young family. She wants to make sure Mateo is supported and continues his progress but is not sure how to navigate this transition. She thinks of approaching the school team but has felt intimidated and confused in their recent interactions</i>.