Teachers' perceptions of successful transition to school for children with and without Downs Syndrome in the UAE and England. Issue 7 (3rd October 2021)

• Record Type: Journal Article
• Authors: Atkinson, Susan J.; Takriti, Rachel A.; Elhoweris, Hala
• Is Part Of: Education 3-13. Volume 49:Issue 7(2021)
• Page Start: 860
• Page End: 871
• Publication Date: 2021-10-03
• Subjects: Transition to school -- early years -- special educational needs -- adjustment; Education -- Great Britain -- Periodicals; Education, Primary -- Periodicals; Education, Elementary -- Periodicals; 372.942
• DOI: 10.1080/03004279.2020.1809489
• Languages: English
• ISSNs: 0300-4279

Abstract

ABSTRACT: The experience of transition into school has been shown to correlate with later school outcomes, with a successful experience resulting in later positive academic and social outcomes. Children with Special Educational Needs (SEN) face more challenging transitions. Teacher attitudes and expectations of children with SEN play a key role in determining the quality of the transition. Early Years Foundation Stage teachers were recruited from the UK and from the UAE. They completed a questionnaire twice, rating the importance of factors in ensuring a successful transition to school for children with no SEN and with Downs Syndrome. Significant differences in the rating of factors were found for the two groups of children. Between-country differences were significant for Knowledge and for Academic factors. The implications of differences in expectations cross-culturally and for children with SEN are discussed.