Investigating the Transition of Young Children with Intellectual Disabilities to Mainstream Classes

An Australian perspective

Coral Kemp*

*Corresponding author for this work

Research output: Contribution to journalReview article

16 Citations (Scopus)

Abstract

An investigation of the transition of 33 children with intellectual disabilities to mainstream kindergarten classes was conducted by surveying parents, receiving teachers, and receiving principals. All 33 children had received a model university-based inclusive preschool program in the year before kindergarten. Structured interviews with the parents, teachers, and principals at the beginning of Term 2 of the school year and with the parents and teachers at the end of the school year provided information about issues relating to the transition and the initial and subsequent integration of the children. The findings from this study were valuable in relation to the ongoing evaluation of the model preschool program, but also provide useful information to early intervention services and mainstream schools wanting to improve the success of their transition programs.

Original languageEnglish
Pages (from-to)403-433
Number of pages31
JournalInternational Journal of Disability, Development and Education
Volume50
Issue number4
DOIs
Publication statusPublished - Dec 2003

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