Critical factors of successful transition to mainstream kindergarten for children with disabilities

Determining the Difficulties Children with Special Needs Experience during the Transition to Primary School

“…A comparative analysis of both native and foreign literature on transition was performed. The main literature considered in this framework is as follows: Bakkaloğlu (2004); Chadwick and Kemp (2000a); Chadwick and Kemp (2002); Daley, Munk, and Carlson (2011);Entwistle and Alexander (1998);Fowler et al (1991); Rimm-Kaufman, ; ; Rous, Hallam, McCormick, and Cox (2010); Stormont et al (2005). After the literature review, the area teachers were consulted to gather detailed information.…”

“…Margetts (1999) emphasized that a child's individual experiences and developmental differences should be taken into consideration in transitioning to school, and beginning school should be evaluated as a natural process that develops itself. Schools with inclusion capabilities explain that the transition can be more stressful for children, parents, and consultants because these schools' expectations for children and their parents are greater and the transition process includes various changes (Chadwick & Kemp, 2002;Fowler, Schwartz, & Atwater, 1991;Hains, Fowler, & Chandler, 1987;Rosenkoetter et al, 1994;Rosenkoetter, Hains, & Dogaru, 2007). Hains et al (1987) stated the factors influencing the transition to success to be not only related to the child, but also to the parents, the quality of the sending and receiving program, specialist and teacher expectations, specialist and teacher behaviors, and social elements.…”

“…Therefore, the transition process is important for every child (Yeboah, 2002). Chadwick and Kemp (2002) stated that transitioning from one program to another program with inclusion practices is obligatory, and hence the first and most important steps of inclusion are the factors of transition. The most important criterion of inclusion is a successful transition, and thus exists the need to conduct basic domain transition studies for children with special needs (Chadwick & Kemp, 2002;Kemp, 2003).…”

“…Both the school and preschool processes are new environments for a child, and these social environments naturally include various and new situations that a child needs to adapt to. The formation of a transition plan is important for it to be successful, and unsuccessful transition processes can negatively influence the entire future of a child's school life (Chadwick & Kemp, 2002;Entwistle & Alexender, 1998;Hains et al, 1987). In order to affect a positive and efficient transition process, the individual needs, skills, and interests of each child should be taken into consideration, and parents, teachers, schools, and social factors should be considered during this process.…”

“…Hains et al (1987) stated the factors influencing the transition to success to be not only related to the child, but also to the parents, the quality of the sending and receiving program, specialist and teacher expectations, specialist and teacher behaviors, and social elements. Chadwick and Kemp (2002) defined the factors influencing the transition process of children with special needs to a general education environment to be intrinsic and extrinsic. Extrinsic factors are the school being moved to, teacher approaches toward the inclusion program, parental concerns, support services, and cooperation related to an effective transition process.…”