Teachers’ and parents’ meaning making of children’s learning in transition from preschool to school for children with intellectual disability

The study investigates how parents and teachers understand children’s learning during the transition from kindergarten to school. The study focuses on children with intellectual disabilities. The aim of the study is to understand how parents and teachers perceive and adapt to children’s learning needs during this critical transition. The research question is: How do parents and teachers perceive and respond to children’s learning in the transition from kindergarten to school when the children have intellectual disabilities?

The research results show three main themes related to children’s learning in the transition from kindergarten to school for children with intellectual disabilities. Firstly, the study highlights the importance of organisation for the child’s well-being, where parents and teachers work to create safe and stable environments that are adapted to the children’s individual needs and vulnerabilities. Secondly, adaptation of learning strategies is emphasised, where individual teaching methods, the use of specific materials and close relationships between adults and children play a key role in children’s learning. Finally, the study highlights the importance of time processing, where careful preparations and ongoing support over time lead to a smoother transition, while children gradually participate more and develop greater independence in their new environment.

The study used semi-structured interviews involving 10 parents and 16 kindergarten or schoolteachers. The data collection was carried out at three points in time: before the transition, two months after the transition and eight months after the transition. The data were analysed using interpretative phenomenological analysis (IPA), which focuses on how individuals make sense of their experiences.

Wilder, J., & Lillvist, A. (2022). Teachers’ and parents’ meaning making of children’s learning in transition from preschool to school for children with intellectual disability. European journal of special needs education, 37(2), 340–355.

Online year: 2021

Issue year: 2022

Review year: 2022