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Critical Factors of Successful Transition to Mainstream Kindergarten for Children with Disabilities

Published online by Cambridge University Press:  26 February 2016

Dawn Chadwick  and
Coral Kemp
Dawn Chadwick*
Affiliation:
Macquarie University Special Education Centre
Coral Kemp
Affiliation:
Macquarie University Special Education Centre
*
Correspondence concerning this article should be addressed to: Dawn Chadwick, Macquarie University Special Education Centre, Macquarie University, Sydney NSW 2109. Phone: (02) 9850 8712. E-mail: [email protected]
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Abstract

This study investigated the transition of 314 children with disabilities to mainstream kindergarten classes in state schools in New South Wales from the perspectives of parents, sending service providers and receiving teachers. Results indicated that the majority of parents and kindergarten teachers considered the transition and early integration to have been successful, regardless of the child’s disability or the severity of the disability. The factors that related positively and significantly to teacher perception of successful integration were (a) receiving school attitude and school community acceptance of the integrated child, (b) receiving teacher perception of the adequacy of the support received, (c) preparation of the child for the mainstream school placement, specifically classroom skills and self-help skills, (d) preparation of parents of other children in the class, and (e) receiving teacher perception of the value of liaising with parents. The implications of this research for planning and programming for transition to school for young children with disabilities are discussed.

Type
Research Article
Information
Australasian Journal of Special Education , Volume 26 , Issue 1-2 , 2002 , pp. 48 - 66
Copyright
Copyright © The Australian Association of Special Education 2002

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