Description
Little is known about how parents experience the transitions of their children with special educational needs (SEN) in regular primary education. The current study therefore aimed to (a) investigate parents’ experiences with transitions in the educational process of their children with SEN, and (b) identify barriers and facilitators for positive transitions of children with SEN within Dutch regular primary education.THEORETICAL FRAMEWORK: The double ABCX-model (1)
Focus groups and interviews were held to collect experiences from 17 parents of children with SEN. The recordings were transcribed verbatim and inductively coded by two researchers working independently. These codes were then grouped into themes and related to existing literature.
The results indicated that there are different transitions within regular primary education. All parents reported misunderstandings and problems during these transitions, but they differed in how positive or negative their experiences were. Key facilitators and barriers identified in relation to these transitions were (1) communication practices and parental attitudes, (2) the availability and quality of social support, and (3) parents’ own experiences and coping.
To promote inclusive education, teachers and other professionals can create a positive experience for parents of children with SEN through transparent communication, moral support, and a willingness to work together.
| Period | 5-Jun-2025 |
|---|---|
| Event title | 14th Biennial Conference of European Research Network about Parents in Education: Educational Partnership between Families, Schools, and Communities. Weaving vibrant alliances to empower individuals and overcome collective vulnerabilities |
| Event type | Conference |
| Location | Verona, ItalyShow on map |
| Degree of Recognition | International |