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Early Childhood Education Journal

, Volume 35, Issue 5, pp 479–485 | Cite as

In Transition: Experiences of Parents of Children with Special Needs at School Entry

  • Magdalena JanusEmail author
  • Lauren Kopechanski
  • Ruth Cameron
  • Debra Hughes
Article

Abstract

Pre-school children with special needs face a complex transition to school, requiring additional administrative, social and educational support. In this study, parents of 40 children with special needs reported on the transition to school experience of their 4–6-year-old child. They completed a measure of impact of the child’s disability on their family and an assessment of the quality of services experienced. Individual, semi-structured interviews contextualized these evaluations. Twenty children (pre-transition) were in preschool; 20 had already started school (post). Post-transition parents reported less average disability impact on family, generally lower perception of quality of care than pre-transition ones, and long waiting periods for school-based support. Most parents, however, reported satisfactory linkages between prior-to-school services and school. In conclusion, this study demonstrates that, despite the current climate of support for early child development, barriers for satisfactory transition to school still exist, and are largely due to low effectiveness of existing policies.

Keywords

Children with special needs Transition to school Quality of services Linkages 

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Copyright information

© Springer Science+Business Media, LLC 2007

Authors and Affiliations

  • Magdalena Janus
    • 1
    Email author
  • Lauren Kopechanski
    • 1
  • Ruth Cameron
    • 1
  • Debra Hughes
    • 1
  1. 1.Offord Centre for Child StudiesMcMaster UniversityHamiltonCanada

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