The transition to mainstream primary school for children with Down syndrome: An exploration of the transition process in an Irish context, from the perspective of parents and school staff.
Citation:HURLEY, MARY, The transition to mainstream primary school for children with Down syndrome: An exploration of the transition process in an Irish context, from the perspective of parents and school staff., Trinity College Dublin.School of Medicine.OCCUPATIONAL THERAPY, 2017
M Hurley 14338919 Thesis .pdf (MSc (Research) dissertation, final approved copy) 2.023Mb
Background: This qualitative study explores the transition to school for three children with Down syndrome from the perspective of the parents and school staff involved. Research has identified the importance of the transition from home or early childhood settings to primary school for the child and their families and has also identified the challenges associated with the transition process for parents of children with intellectual disability. Because of legislative and social changes both nationally and internationally, children with Down syndrome in Ireland, are increasingly attending mainstream primary schools, however little is known of how the transition process unfolds and how it is experienced by parents or school staff in an Irish context. Methods: A qualitative description methodology has been used in this study. Multiple interviews were carried out with all participants over the course of the transition using a semi structured interview format. Thematic analysis was used to identify patterns of meaning across the data. and was used to generate rich, near data, description of the transition process and participant experiences. Results: The three central themes were present in the data. These were; Home School Relationship, Social Engagement and Supporting Participation in School Activities. Both parents and school staff actively supported the child?s transition to school within the context of a fluid and dynamic transition process. Challenges that arose during the transition process related to how communication between home and school was managed, varying expectations for social engagement and the requirement by parents and school staff for support from the service provider multi-disciplinary team. Conclusions: The establishment of a positive collaborative relationship between parents, school and the disability service provider is central to how the transition is experienced. This relationship is underpinned by flexible communication and appropriate transition practices Keywords: Transition Process, Down syndrome, Mainstream Primary School, Irish, Parents, Communication. Peer Social Interaction, Transition Practices.
Author: HURLEY, MARY
Publisher:Trinity College Dublin. School of Medicine. Discipline of Occupational Therapy
Type of material:Thesis
Availability:Full text available