Supporting students with special educational needs during the transition to kindergarten: Multiple case studies
Abstract
The importance of a smooth transition to school, particularly for children with special educational needs (SEN), cannot be overstated. This process is critical in shaping children’s early educational experiences and long-term success. Effective systems and individualised support are essential for children who struggle to navigate this process independently, to help them adapt, feel welcome and thrive in a new environment. This study aimed to fill the gap in the literature on this topic in Abu Dhabi, UAE. An ecological perspective was adopted to examine how teachers and parents support school transitions for SEN students. Data was extracted from semi-structured interviews with teachers and coordinators, while parents’ experiences were extracted from parent surveys. In addition, the MOSAIC approach was utilised to understand students’ experiences. Results revealed variations in school practices. Intraschool transition practices and small-group support positively impact children’s adjustment and development. SEN children showed varied adjustment levels depending on personal abilities and the support provided. The study informs policy and practice to promote more equitable and effective transition experiences by synthesising best practices.
Keywords
kindergarten transition, early childhood transitions, inclusive education, transition practices, special educational needsReferences
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