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Hope, Despair and Everything in Between – Parental Expectations of Educational Transition for Young Children with Intellectual Disability
Stockholm University, Faculty of Social Sciences, Department of Special Education. Mälardalen University, Sweden.
2017 (English)In: Families and Transition to School / [ed] Sue Dockett, Wilfred Griebel, Bob Perry, Cham: Springer, 2017, p. 51-66Chapter in book (Refereed)
Abstract [en]

The transition from preschool into school for children with disabilities is an important passage in the development of the child and in the family. Although children’s transitions from one educational practice to another is a growing field of research, there is limited knowledge of how the transitions from preschool to schools for children with intellectual disability (ID) are formed and experienced by families. Taking a theoretical stand point from Griebel and Niesel’s model of changes at the individual, relationships and contextual levels, and ecocultural theory on family life, the expectations of 8 parents of children with ID are analysed and discussed. The chapter presents results from an ongoing Swedish research project on understanding the learning journey in educational transitions of children with ID aged 6–7 years.

Place, publisher, year, edition, pages
Cham: Springer, 2017. p. 51-66
Series
International Perspectives on Early Childhood Education and Development, ISSN 2468-8746 ; 21
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:su:diva-150615DOI: 10.1007/978-3-319-58329-7_4ISBN: 978-3-319-58327-3 (print)ISBN: 978-3-319-58329-7 (print)OAI: oai:DiVA.org:su-150615DiVA, id: diva2:1169599
Available from: 2017-12-28 Created: 2017-12-28 Last updated: 2017-12-29Bibliographically approved

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