Factors affecting the transition to school for young children with disabilities

Abstract

This qualitative study examined the factors involved in school transitions for a sample of 17 children with a range of disabilities, aged from 5.25 to 6.16 years, their parents, and their Year 1 teachers. Parents and teachers were interviewed and asked for their retrospective views on how the transition process had occurred for their children in the period immediately before and after school entry. Certain practices emerged as most successful for this sample, particularly good ongoing levels of communication and collaboration between families and schools. Holding meetings to plan the transition and allowing children multiple opportunities for pre-entry visits to the new school contributed to this. Following school entry, teachers' use of differentiation practices also aided the transition. We conclude that the home-school partnership is the most critical factor determining school transitions for this sample of children with disabilities. Recommendations are made for educational practice.