Teachers’ expectations of children with Down Syndrome starting school in the United Arab Emirates or United Kingdom

Abstract

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Teacher expectations in the early primary grades: A scoping review

“…Historically, research on factors that shape teacher expectations has focused on the perspective that there are qualities about students that lead teachers to form different expectations for individual students (Wang et al, 2018). However, in more recent years, researchers have considered factors at the teacher‐level that can shape the expectations they form of students (Takriti et al, 2019). Three of the retrieved articles focused on different teacher‐related factors that shaped the expectations teachers held for students in the early grades.…”

“…With respect to regional or cultural differences, Takriti et al (2019) investigated the perspectives of kindergarten and grade one teachers in the UK compared to those in the UAE related to the early school success of students with special education needs. Teachers in both countries rated items related to social adjustment and disposition (e.g., being keen to go to school, having friends) as holding the highest importance for a successful transition into school.…”

“…These results are concerning, given the varying abilities and attainments of students with Down Syndrome and the potential impact of lowered academic expectations of student outcomes. For example, if teachers hold lower academic expectations for these children and they can meet these expectations, any achievement gaps present at school entry between children with and without Down Syndrome may widen over time (Takriti et al, 2019).…”

“…Teachers of students with CP were also more likely to be uncertain of these students' future literacy performance, suggesting that these teachers may have had difficulty formulating clear goals to support student growth in literacy. Takriti et al (2019) examined kindergarten and grade one teachers' school readiness expectations for students with Down Syndrome. The teachers rated being eager to go to school and having friends at school as being the most important factors for a successful school transition, whereas factors related to knowledge of literacy skills were ranked as least important.…”

“Crying and Chaos” – Starting School Experiences of Teachers in the United Arab Emirates (UAE)

“…Ring et al (2016) found that teachers placed great emphasis on children being socially and emotionally ready for school, being able to follow routines, being independent and, crucially, having good communication skills. Similarly, studies of teacher expectations in the UAE revealed a similar pattern of importance being placed on new starters being emotionally mature (Takriti, Elhoweris & Atkinson, 2018;Takriti, Atkinson & Elhoweris, 2019;Takriti, 2019;Atkinson, Takriti & Elhoweris, 2020). Parker and Neuharth-Pritchett (2006) and O'Kane and Hayes (2013) found that teachers perceived that early years' provision is becoming more academic and there is a need to focus more on academic skills alongside social competence.…”