Transition, Inclusion and Partnership: Child-, Parent- and Professional-led Approaches in a European Research Project

Abstract

This paper utilises qualitative and quantitative findings from the Facilitating Inclusive Education and Supporting the Transition Agenda (FIESTA) project that carried out a survey of professionals and focus groups/interviews with parents and children to understand the context of transition, inclusion and collaborative working. The paper contrasts parent, professional and pupil views of different approaches to transition for pupils with additional support requirements in the partner EU countries of the FIESTA project (and Scotland/the United Kingdom). Transition from pre-school to primary school and from primary to secondary school is a period where professionals begin to meet and exchange knowledge. Although many significant developments have taken place, transition remains very challenging for European countries. This paper differentiates between transitions led by professionals, parents and children. It analyses transition practices in order to make recommendations on how we can move beyond rigid approaches to inclusion, shift power relations in service settings and enable more flexible, participatory and inter-relational approaches.

Systematic literature review of primary‒secondary transitions: International research

“… More friends (Vaz, Falkmer, Parsons, et al , ; Symonds & Hargreaves, ; Neal & Frederickson, ) Positive friendships (Ashton, ) ‘Fresh start’ for sense of identity (Farmer et al , ; Davis et al , ) Friendships with older peers enhanced esteem (Symonds & Hargreaves, ) …”

Moving to secondary school for children with ASN: a systematic review of international literature

“…They state that effective transitions should include six characteristics, these being participation, partnership, strong planning, trust, clear communication and finally, co-operation, which needs to include the structures to enable this. Bloyce and Frederickson (2012), Maras and Aveling (2006) and Tobin et al (2012) concur with Davis et al (2015). Furthermore, Bloyce and Frederickson (2012) found, from their implementation of a short transition support programme with children who had an ASN and were identified as being 'vulnerable' due to either their ASN or due to their being less fluent in English, that the programme led to children having reduced anxieties (these reduced to the levels experienced by most children making the move to secondary school) and also that the children continued to show improvements after they had made the move to their new school.…”

“…The conceptualisation of transition is not often discussed in the literature, although some authors, including Hanewald (2013) and Maras and Aveling (2006), view the transition to secondary school as a major change or milestone. For other authors, including Davis et al (2015), Jindal-Snape and Hannah (2014) and Jindal-Snape and Miller (2008), transition is an ongoing process throughout life, sometimes small and insignificant, and at other times more significant, such as the transition to secondary school for vulnerable children who may require support with the social and personal aspects of transition. Jindal-Snape and Miller (2008) suggest that for all children this may be viewed as a 'challenge of living'.…”

“Power together”: Professionals and parents of children with disabilities creating productive partnerships

“…Disparity between power and authority is a major obstacle to developing successful partnerships (Davis, Ravenscroft, & Bizas, 2015). Power differentials relate to the different hierarchic power positions professionals and parents occupy in relation to the child.…”