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The transition to school of children with developmental disabilities : views of parents and teachers

Walker, Sue, Nicholson, Jan, Carrington, Suzanne B., Dunbar, Stephanie, Hand, Kirstine Alicia, Whiteford, Chrystal, Meldrum, Katrina, & Berthelsen, Donna C. (2012) The transition to school of children with developmental disabilities : views of parents and teachers. Australasian Journal of Early Childhood, 37(3), pp. 22-29.

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    Abstract

    The transition from early intervention programs to inclusive school settings presents children with developmental disabilities with a range of social challenges. In Queensland, in the year of transition to school, many children with developmental disabilities attend an Early Childhood Development Program for 2 to 3 days each week and also begin attendance in a mainstream program with the latter increasing to full-time attendance during the year. Quantitative and qualitative data were collected by parent interviews and teacher questionnaires for 62 children participating in the Transition to School Project regarding their perceptions of the success of the transition process and the benefits and challenges of inclusion. Both parents and teachers saw a range of benefits to children from their inclusion in ‘regular’ classrooms, with parents noting the helpfulness of teachers and their support for inclusion. Challenges noted by parents included the school’s lack of preparation for their child’s particular developmental needs especially in terms of the physical environment while teachers reported challenges meeting the needs of these children within the context and resources of the classroom. Parents were more likely than teachers to view the transition as easy. Correlational analyses indicated that teachers were more likely to view the transition as easy when they felt that the child was appropriately placed in a ‘regular’ classroom. Findings from this project can inform the development of effective transition-to-school programs in the early school years for children with developmental disabilities.

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    2 citations in Scopus
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    1 citations in Web of Science®

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    ID Code: 45881
    Item Type: Journal Article
    Additional URLs:
    Keywords: early childhood, transition, Transition to School Project
    ISSN: 1836-9391
    Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100) > Early Childhood Education (excl. Maori) (130102)
    Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Special Education and Disability (130312)
    Divisions: Current > Research Centres > Office of Education Research
    Current > Schools > School of Cultural & Professional Learning
    Current > QUT Faculties and Divisions > Faculty of Education
    Current > Schools > School of Early Childhood
    Copyright Owner: Copyright 2011 Early Childhood Australia Inc
    Deposited On: 12 Sep 2011 14:33
    Last Modified: 28 Mar 2013 18:30

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