Table A. Percentage of young children who received preschool special education services whose kindergarten teachers used various strategies to help them transition into kindergarten, by characteristics of the setting

	Total	Preschool class in same school	Some other program or at home
Received children's previous records	87.1	91.0	85.0*
Parents/guardians encouraged to meet new staff	86.3	88.2	82.8
Sending programs provided information about children	82.8	89.6	78.5*
Children's families visited the classroom or school	78.6	80.7	77.5
Provided parents with written information	75.0	76.8	73.7
Participated in children's IEP development	63.3	65.7	59.6
Met with staff of sending programs	58.8	67.5	49.7*
Called the children's parents	54.8	51.8	54.0
Developed child-specific preparatory strategies	53.7	53.4	52.3
Visited children's previous settings	43.1	62.4	31.0*
Visited children's home	10.3	16.6	7.6
*The result of the chi-square analysis was significant at the p < .05 level. SOURCE: U.S. Department of Education, National Center for Special Education Research, Pre-Elementary Education Longitudinal Study (PEELS), "Kindergarten Teacher Questionnaire," previously unpublished tabulation (February 2007).