This is a review article by Anthony M. Denkyirah and Wilson K. Agbeke 2010, who studied transition strategies from preschool with autism spectrum disorders to kindergarten. The article was published in the Journal of Early Childhood Education. Research (Rice and O'Brien (1990), Rule et al. (1990), and Wittmer et al. (1996) has found that children with autism spectrum disorder (ASD) who received appropriate services over the course of their preschool years are able to cope with academic challenges and try to continue to develop their cognitive, life, and social skills. How children with ASD make the transition to kindergarten depends in part on how well teachers monitor them. , manage and develop strategies when working with their families to identify strategies that teachers of preschool children with ASD consider effective in the transition from preschool to the school environment. Quantitative approach was used in this population study of 306 preschool teachers from public schools in eight counties in a Midwestern state. the United States involved in this study with their counterparts in early childhood programs in the Eastern and Central region of Ghana, up to 82 individuals. In this study, the selected participant sample was female. The most important problems identified by the participant are: -1. Planning and preparation time2. Find resources to help the family3. Sharing information with family4. Visit their homeASSESSMENTChildren with autism can be educated. The uniqueness of learning models is due to the inability of cognitive processing of information. These handicaps can be overcome by providing structured, programmed learning that encourages stimulation. Structured learning ... middle of paper ...... to cope with changes. Additionally, preschool teachers can also recommend and visit potential kindergartens with this service to research opportunities and staff experiences. They should attend an open day to compare information and procedures of kindergartens. The effectiveness of transitions for children with ASD from preschool to kindergarten depends on how strategies are planned by teachers. In addition, the teacher must prepare not only strategies, but also time planning and determine how prepared the kindergarten teachers are for the arrival of the children. Information sharing and parental involvement are important in supporting their children with ASD. More studies should be carried out to promote a better understanding among teachers of the similarities and differences that exist in educational practices in developed and developing countries..