摘要
This study focused on developing parent–professional partnerships in promoting school readiness skills for children with disabilities entering first grade. A mixed method was used to evaluate the readiness skills of 15 children from two preschools. The development of an intervention plan was the focus of the first phase of evaluation, and several instruments, namely the Vineland Adaptive Behavior Scale, a school adjustment questionnaire, school readiness questionnaire and goal attainment scale, were used during the second phase to evaluate the outcomes of the intervention plan. Both quantitative and qualitative data revealed that all participating children’s attainment of school readiness goals improved, but their specific disabilities and learning environments should be considered. The study emphasizes family involvement and collaboration with transdisciplinary professionals as fundamental to transition practices in promoting children’s learning outcomes.