Teachers' Perceptions of Successful Transition to School for Children with and without Downs Syndrome in the UAE and England

Autor/inn/en	Atkinson, Susan J.; Takriti, Rachel A.; Elhoweris, Hala
Titel	Teachers' Perceptions of Successful Transition to School for Children with and without Downs Syndrome in the UAE and England
Quelle	In: Education 3-13, 49 (2021) 7, S.860-871 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4279
DOI	10.1080/03004279.2020.1809489
Schlagwörter	Teacher Attitudes; Transitional Programs; Student Adjustment; Down Syndrome; Foreign Countries; Special Needs Students; School Readiness; Early Childhood Education; Early Childhood Teachers; United Arab Emirates; United Kingdom (England) + Suchen Sie Ihr Suchwort? Lehrerverhalten; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; 'Downs Syndrome; Down''s Syndrome'; Down-Syndrom; Ausland; Sonderpädagogischer Förderbedarf; Readiness for school; School ability; Schulreife; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Early childhood education; Teacher; Teachers; Frühe Kindheit; Lehrer; Lehrerin; Lehrende; Vereinigte Arabische Emirate
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01