Ready or Not, Here I Come

Autor/in	Reynard, Kate
Titel	Ready or Not, Here I Come
Quelle	In: Kairaranga, 20 (2019) 2, S.40-51 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1175-9232
Schlagwörter	Transitional Programs; Kindergarten; Primary Education; Special Education; Inclusion; Stakeholders; Foreign Countries; Barriers; Best Practices; Parent Participation; New Zealand + Suchen Sie Ihr Suchwort? Primarbereich; Special needs education; Sonderpädagogik; Sonderschulwesen; Inklusion; Ausland; Elternmitwirkung; Neuseeland
Abstract	A well-developed transition process between the early childhood setting and primary school is important when considering transition to school. This paper reports on an inquiry that focused on the enablers and barriers to a successful transition to school. The inquiry which used case studies at two schools involved interviews with new entrant, kindergarten and early childhool kaiako, parents and Special Education Needs Coordinators (SENCOs). Semi-structured interviews allowed participants to share personal knowledge and experience. The importance of inclusion was the common denominator in all interviews and was encompassed within the seven enablers identified: partnerships; communication; fostering relationships; belonging; parental involvement; the sharing of information, and developing a relationship with the tamariki.1 In this context, inclusion involved all stakeholders having a part to play in the transition process. Inflexibility in systems, poor funding and a lack of continuity around support were identified as barriers to successful transitions. Almost all interviewees shared the view that the process should be led by the tamariki. (As Provided).
Anmerkungen	Massey University. Private Bag 11 222; Palmerston North 4442, New Zealand. Tel: +64-6-351-3396; Fax: +64-6-351-3472; email: kairaranga@massey.ac.nz; Web site: https://www.massey.ac.nz/massey/learning/departments/institute-of-education/research/kairaranga/kairaranga_home.cfm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01