TAKRITI, Rachel A/ATKINSON, Susan J./ELHOWERIS, Hala
Qualification Affiliation:
1/3/UNITED ARAB EMIRATES UNIVERSITY (Al Ain : Émirats arabes unis)/2/LEEDS BECKETT UNIVERSITY (Leeds, Royaume-Uni)
ISBN / ISSN:
ISSN 1875-0672
Année de publication:
2019
Date de publication:
01/10/2019
Résumé:
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. [Résumé d'auteur]