Transition of Children with Disabilities into Early Childhood Education and Care Centres

Abstract

THIS PAPER REPORTS ON findings from research (Warren, 2013) which sought to understand, in the New South Wales (NSW) context, the factors impacting on the transition into early childhood education and care (ECEC) centres for children with disabilities from the perspective of both parents of children with disabilities and educators in ECEC centres. The study aimed to identify successes and barriers, and consider potential interventions and procedures that might increase the participation of children with disabilities in ECEC centres. This paper will discuss findings from the educator perspective only, including 37 completed questionnaires and semi-structured interviews from 10 teacher participants. Thematic analysis revealed the importance of communication with parents, relationships with previous service providers, opportunities for professional learning and organisational support.