An inclusive perspective on transition to primary school.

Autor/inn/en	Stephen, Christine; Cope, Peter
Titel	An inclusive perspective on transition to primary school.
Quelle	In: European educational research journal, 2 (2003) 2, S. 262-276Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext (2) Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben 15
Sprache	englisch; englische Zusammenfassung
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1474-9041
DOI	10.2304%2Feerj.2003.2.2.5
Schlagwörter	Pädagogik; Empirische Untersuchung; Soziale Situation; Individualität; Persönlichkeitsentwicklung; Soziale Erfahrung; Großbritannien; Grundschule; Integration; Kind; Pädagogik; Schottland; Schüler; Schule; Persönlichkeitsentwicklung; Soziale Situation; Vorschule; Individualität; Kind; Vorschule; Schule; Übergang; Grundschule; Schüler; Lernumgebung; Lernvoraussetzungen; Differenzierender Unterricht; Integration; Großbritannien; Schottland
Abstract	Despite a commitment to inclusion and equality in the national priorities for school education in Scotland, the experience of children as they move from pre-school to primary school falls short of being an inclusive experience for all, and some children are at risk of becoming disengaged from education at the beginning of their school career. In this article, the process of transition to school is examined through the 'lens' of inclusion. The data comes from a study of the experience of 27 children during their first year in school. It was clear that teachers saw transition to school as a one-way process in which children had to 'fit in' to school, and did not see it as their task to respond to the diversity of children's preferences, previous experiences or background. It is argued that the teachers' approach is akin to adopting a medical or individual model of inclusion (locating the difficulties in the child) rather than a social model that looks for the source of difficulties in the mismatch between the environment and the child's needs. Adopting a social model allows for barriers to inclusion at the beginning of primary school to be identified and some of the barriers that children experience are explored, with illustrations from the data. (DIPF/Orig.)
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2005_(CD)