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Transition From Early Intervention to School: A Family Focussed View of the Issues Involved

Published online by Cambridge University Press:  26 February 2016

Robyn Bentley-Williams  and
Nancy Butterfield
Robyn Bentley-Williams*
Affiliation:
Charles Sturt University - Mitchell
Nancy Butterfield
Affiliation:
NSW Department of School Education
*
Address for correspondence: Robyn Bentley-Williams, Lecturer in Special Education, Charles Sturt University-Mitchell, Panorama Avenue, Bathurst NSW 2795.
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Abstract

This paper focuses on the concerns facing families of young children with disabilities as their child approaches transition to school. Three families were interviewed to gain insight into a) their feelings and concerns about their child’s transition to school, b) their understanding of the supports that currently exist and those that are needed to facilitate transition, and c) the influence of society on the development of the family’s values and attitudes which affect decisions about transition to school.

The results of the three interviews confirm earlier research findings which indicate the necessity to involve parents fully in the transition to school planning process. The anxiety and stress expressed by these families highlights the need for systematic planning, regular communication with families about the processes available to support them and the provision of opportunities to share information about their child with staff in the school setting.

By listening and reflecting on the feelings and concerns expressed by these three families, the complexity of the transition to school period is highlighted. Each family’s uniqueness needs to be respected. The perceptions they have developed about the situation, guide their beliefs and actions at this time. Such perceptions develop over time resulting from previous experiences, the influence of friends and family, and the attitudes and acceptance of members of the community.

Type
Research Article
Information
Australasian Journal of Special Education , Volume 20 , Issue 2 , 1996 , pp. 17 - 28
Copyright
Copyright © The Australian Association of Special Education 1996

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