Towards inclusion: Provision for diversity in the transition to school
Policies of inclusion challenge the construct of readiness and require schools to prepare for the diversity of children as they transition to school. However, there is limited empirical evidence concerning how this challenge is met. This paper presents two Australian studies that investigate inclusive practices in the transition to school. Study 1 examined the predictors of child outcomes across a sample of 1831 children in 39 schools. The results indicate that both quantity and quality of programme provision influenced outcomes and that programme effects were particularly potent for children with diverse abilities and backgrounds. Study 2 focuses on pedagogy in three of the schools to highlight how this provision can be achieved. Results show that provisions were reactive, that saliency of children’s needs directed school practices and that professional knowledge impacted on measures of quality. Inclusive processes accounting for both child progress and broader family and teaching influences are necessary for improved transition to school.
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|Item Type:||Journal Article|
|Additional Information:||Published online 29 Apr 2014.
The embargo on the accepted manuscript version will expire on October 2015
|Keywords:||Diversity, Inclusion, Transition, Pedagogy|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300)|
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Education
Current > QUT Faculties and Divisions > Faculty of Health
Current > Schools > School of Early Childhood
Current > Schools > School of Psychology & Counselling
|Copyright Owner:||Copyright 2014 Routledge (Taylor & Francis Group)|
|Deposited On:||16 Feb 2015 23:12|
|Last Modified:||04 Nov 2015 10:16|
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