本研究以協同行動研究方法，研究者和一所幼稚園老師合作，為園內六位發展遲緩幼兒及家長提供幼小銜接服務，並於幼兒上小學後進行追蹤。研究為期一年，從中探究如何提供發展遲緩兒童幼小銜接服務，以及提供銜接服務的成果。 研究主要以訪談和觀察進行資料蒐集，並輔以相關文件進行相互檢證。
經過資料分析與詮釋，研究者呈現銜接服務的歷程，並且發現，提供幼小銜接服務，讓發展遲緩幼兒的家長安心且更有能力，讓國小為發展遲緩幼兒做好準備，幫助發展遲緩幼兒適應新環境，促進家長與國小老師的正向互動，也使得幼稚園和國小建立友善的關係。
此外，研究者從歷程中歸納出以下重要議題：轉銜工作易淪為形式、家長需要訊息和心理支持、幼稚園老師缺乏資訊、在提供家長支持中，幼稚園老師感受到轉銜服務的重要性、幼小聯繫與溝通不易、緩讀是許多發展遲緩幼兒家長的選項、該重視個別化轉銜的規劃與執行、鑑輔會是轉銜過程中的推手等。
整體來說，遲緩幼兒的幼小銜接是生態系統的大工程，需要各個系統的連結和整合。

In this a year-long collaborative action research, thirteen teachers of five-year olds in the Cheng-Cheng Kindergarten and the researcher had worked together to plan and implement individualized transition programs to their six children with developmental delays (DD) and the families. The process of the transition services provided and outcomes were explored based on the data collected from interviews, observations, and relevant documents.
It was found that the transition services had empowered parents to interact positively with elementary school classroom teachers and also prepared these six children with DD for well adjustments in the new learning environments. In addition, kindergartens and elementary schools teachers had established close partnership through the process of our actions.
Moreover, some essential issues were identified regarding delivering transition services to children with DD and their families: the dimensions of transition services, information and emotional supports to parents, partnerships between kindergarten and elementary school teachers, the provision of individualized transition services, and postponement of entering elementary schools. Overall, the provision of transition services for children with DD from kindergarten to elementary schools calls for crossing boundaries among ecological systems of families, kindergartens, and elementary schools.

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