The transition from Early Intervention (EI) to Early Childhood Special Education (ECSE) is a stressful time for caregivers of children with disabilities. Existing literature has provided some insights into the challenges parents face during the EI to ECSE transition. However, to date there is no existing summary of the literature in this area despite the benefits such a summary could provide. Therefore, a qualitative meta-synthesis was conducted to summarize caregiver experiences during the EI to ECSE transition. Findings from 13 records included in the meta-synthesis provide important insights into the challenges parents face and the supports that facilitate a smooth EI to ECSE transition as well as clear research to practice gaps that persist. Limitations within the existing literature and suggestions for improving EI to ECSE transition practices and policies are provided.

从早期干预（EI）到幼儿特殊教育（ECSE）的过渡对于残疾儿童的照护者来说是一个压力很大的时期。现有文献已经为父母在EI向ECSE过渡期间面临的挑战提供了一些见解。然而，迄今为止，尽管该摘要可以提供益处，但该领域尚无现有的文献综述。因此，进行了定性的元合成，以总结从EI到ECSE过渡期间的护理者经验。从元合成中包含的13条记录中获得的发现，对父母所面临的挑战以及支持从EI到ECSE平稳过渡的支持提供了重要的见解，并为进行研究以解决仍然存在的差距提供了清晰的研究。