본문 바로가기
  • Home

A Qualitative Study on Transition Education for Young Children with Disabilities: Focusing on Interviews with Daycare Teachers, Therapists, and Parents

  • Journal of Special Education: Theory and Practice
  • Abbr : JSPED
  • 2020, 21(3), pp.1-30
  • DOI : 10.19049/JSPED.2020.21.3.01
  • Publisher : Research Institute of the Korea Special Education
  • Research Area : Social Science > Education
  • Received : May 8, 2020
  • Accepted : July 2, 2020
  • Published : September 30, 2020

Cho In-Yeong 1 Lee, Youn-woo 1 Ham, Yun-Gyeong 1

1부경대학교

Accredited

ABSTRACT

[Purpose] The purpose of this study is to provide valuable information of developing transition program by identifying perception, experience, and demand of transition to elementary school for young children with disabilities. [Method] For the purpose, the in-depth interviews were conducted with 5 daycare teachers, 5 therapists, and 10 parents. The collected data were coded by constant comparative analysis and classified into 3 themes and 8 sub-topics. [Results] First, daycare teachers, therapists, and parents perceived the information about transition education through acquaintances and online. Second, daycare teachers, therapists, and parents have prepared to support their children with disabilities to develop self-help skills, class attitude, basic learning skills, and adaptive skills. Third, daycare teachers, therapists, and parents requested the cooperative system among the institution-family-elementary school and the appropriate curriculum for the transition to elementary school. Also, they mentioned about the importance of providing the opportunities to practice and expected that it will reduce the difficulties in the process of transition. [Conclusion] The results of this study show that, in the preparation process of the transition to the elementary school for young children with disabilities, the transition education should be provided in consideration of the individual needs for the teacher, therapist, and parents. Through the process, the child with special needs will experience the successful transition.

Citation status

* References for papers published after 2022 are currently being built.