Supporting students with special educational needs during the transition to kindergarten
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 f...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2025 |
| País: | España |
| Institución: | Universitat Autònoma de Barcelona |
| Repositorio: | Dipòsit Digital de Documents de la UAB |
| Idioma: | inglés |
| OAI Identifier: | oai:ddd.uab.cat:318424 |
| Acceso en línea: | https://ddd.uab.cat/record/318424 https://dx.doi.org/urn:doi:10.5565/rev/educar.2346 |
| Access Level: | acceso abierto |
| Palabra clave: | Transició a l'escola bressol Transicions a la primera infància Educació inclusiva Pràctiques de transició Necessitats educatives especials Kindergarten transition Early childhood transitions Inclusive education Transition practices Special educational needs Transición al jardín de infancia Transiciones en la primera infancia Educación inclusiva Prácticas de transición Necesidades educativas especiales |
| Sumario: | 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. |
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