Factors associated with successful transition among children with disabilities in eight European countries

Abstract

IntroductionThis research paper aims to assess factors reported by parents associated with the successful transition of children with complex additional support requirements that have undergone a transition between school environments from 8 European Union member states.MethodsQuantitative data were collected from 306 parents within education systems from 8 EU member states (Bulgaria, Cyprus, Greece, Ireland, the Netherlands, Romania, Spain and the UK). The data were derived from an online questionnaire and consisted of 41 questions. Information was collected on: parental involvement in their child’s transition, child involvement in transition, child autonomy, school ethos, professionals’ involvement in transition and integrated working, such as, joint assessment, cooperation and coordination between agencies. Survey questions that were designed on a Likert-scale were included in the Principal Components Analysis (PCA), additional survey questions, along with the results from the PCA, were used to build a logistic regression model.ResultsFour principal components were identified accounting for 48.86% of the variability in the data. Principal component 1 (PC1), ‘child inclusive ethos,’ contains 16.17% of the variation. Principal component 2 (PC2), which represents child autonomy and involvement, is responsible for 8.52% of the total variation. Principal component 3 (PC3) contains questions relating to parental involvement and contributed to 12.26% of the overall variation. Principal component 4 (PC4), which involves transition planning and coordination, contributed to 11.91% of the overall variation. Finally, the principal components were included in a logistic regression to evaluate the relationship between inclusion and a successful transition, as well as whether other factors that may have influenced transition. All four principal components were significantly associated with a successful transition, with PC1 being having the most effect (OR: 4.04, CI: 2.43–7.18, p<0.0001).DiscussionTo support a child with complex additional support requirements through transition from special school to mainstream, governments and professionals need to ensure children with additional support requirements and their parents are at the centre of all decisions that affect them. It is important that professionals recognise the educational, psychological, social and cultural contexts of a child with additional support requirements and their families which will provide a holistic approach and remove barriers for learning.

Transition to where and to what? Exploring the experiences of transitions to adulthood for young disabled people

“…The choices and services available are constrainedeven where the resource was available to buy into a new experience, this was often limited by an unresponsive transitions service market. Structural and cultural inclusion are therefore central in transition planning (Ravenscourt, Wazny, and Davis 2017).…”

“…This is certainly the case within research on disabled young people, where much of the focus has been on the transition from child to adult services, particularly in health and social care. Understandings of youth and their transitions across OECD countries are still heavily grounded in traditional markers of adulthood such as securing full time work, financial independence, marriage and parenthood (Ravenscourt, Wazny, and Davis 2017). These markers of 'successful' transitions have been criticised as both normative and unhelpful to account for the complexity of contemporary youth experiences (Blatterer 2007;Woodman and Wyn 2014;Woodman and Bennett 2015;France and Threadgold 2015).…”

“…The difficulties many young disabled people face as they move into adulthood has long been recognised (Morris 2002;Stalker 2002). The failure of this group to move from school to employment, training, further or higher education or to actively take part in the community once they have left school, has been highlighted as a major cause of their isolation and exclusion across all Organisation for Economic Co-operation and Development (OECD) countries (Ravenscourt, Wazny, and Davis 2017) and more widely (UNCRPD 2014). Evidence suggests that transition arrangements are often absent, or, where present, uncoordinated, young people may not always be involved in the process and suitable adult services are not always available (Kirk 2008).…”

“…The move to a more participatory approach on transition support also reflects wider international support in this policy arena. Ravenscourt, Wazny, and Davis's (2017) research assessed factors associated with successful transition by parents of children with complex additional support needs in 8 European Union countries and found that having an active child-led ethos was the main driver. Yet little is known about the impact of different types of transition services on young disabled people.…”

Educational policies and practical implications for children with intellectual disability in Republic of Macedonia

“…Regarding the concept of transitions made by children with SEN in different types of placement, Ravenscroft, Wazny and Davis (2017) believe that structural and cultural inclusion rather than a focus on impairment appear to be important for successful transition. Flexible time-tables and curriculum that responded to children's ideas rather than the other way round, allows for differences between children to emerge rather than a process which focuses on the normalization of every child.…”