The transition experience of children with special needs to SPED schools : caregivers’ perspectives

• Main Author: Goh, Jing Tian
• Other Authors: Chen Shen-Hsing Annabel
• Format: Final Year Project
• Language: English
• Published: 2019
• Subjects: DRNTU::Social sciences::General::Education
• Online Access: http://hdl.handle.net/10356/76870
• Institution: Nanyang Technological University

With Singapore’s government’s call for the formation of an inclusive society, many initiatives are being laid out to meet the needs of persons with disabilities, one being their educational needs. The transition between education stages is seen as an important milestone in a child’s life, and this is especially so for a child with special education needs. This study aims to understand the transition experience of caregivers and their child and propose frameworks in relation to the stages of transition and the facilitators and challenges faced by them during the process. Semi-structured interviews were conducted with caregivers from thirteen households to explore their unique experiences throughout their child’s transition to special schools. Thematic analyses of the caregivers’ interviews revealed that caregivers, teachers, and schools are perceived as the key stakeholders in a transition process. Even though there are specific roles that each stakeholder plays in a transition process, this study also found that it is crucial for stakeholders to interact and work as an eco-system in order to achieve a successful transition for a child. With the processes and factors identified, two frameworks were developed. The frameworks complement each other in explaining the general stages of transition and in illuminating how the support systems could be sustained or changed to improve support for the families even after the child enters the school. Implications of this research on the relevant stakeholders will also be discussed.