Teachers’ perceptions of successful transition to school for children with and without Downs Syndrome in the UAE and England

Susan J. Atkinson, Rachel A. Takriti, Hala Elhoweris

Research output: Contribution to journalArticlepeer-review

1 Citation (Scopus)

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.

Original languageEnglish
Pages (from-to)860-871
Number of pages12
JournalEducation 3-13
Volume49
Issue number7
DOIs
Publication statusPublished - 2021

Keywords

  • Transition to school
  • adjustment
  • early years
  • special educational needs

ASJC Scopus subject areas

  • Education
  • Life-span and Life-course Studies

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