Transition to formal schooling of children with disabilities: A systematic review

Adaptivity in the inclusive transition to school

“…3 Adaptivity: theoretical perspectives and implications for the transition to school For the following systematization of adaptivity in the transition to school, we draw on Bronfenbrenner's (1979) ecological system theory and relate it to school entry (Then and Pohlmann-Rother, 2023). The approach is suitable to differentiate different domains in which the concept of adaptivity is relevant (Hung et al, 2014) and different emphases that are used to describe adaptivity.…”

“…Consequently, personalized measures to facilitate that transition can address the needs of the transition actors (Sands and Meadan, 2022) and ensure positive developmental trajectories if they are based on the specific circumstances of those involved. Likewise, adaptivity is key for making the transition from preschool to school 1 an inclusive one (Then and Pohlmann-Rother, 2023), i.e., a transition that leads to Then and Pohlmann-Rother 10.3389/feduc.2023.1304918 participation in mainstream primary (rather than special) school: Considering the individual needs of children and parents is essential when providing need-based support both to all children (broad concept of inclusion; Ainscow et al, 2006;Lindmeier and Lütje-Klose, 2015) and to children with disabilities and their parents specifically (narrow concept of inclusion; Lindmeier and Lütje-Klose, 2015) in the transition from preschool to mainstream school. Given that school entry is a predictor of future academic success (Crosnoe and Ansari, 2016), adaptivity is especially important at this point.…”

“…• Existing conceptualizations do not explicitly describe and specify the competencies needed by the actors involved (e.g., children, parents, teachers) to make the transition adaptive, even though current models of the preschool-toschool transition postulate that those actors play an active role in the process (e.g., Griebel and Niesel, 2009;Then and Pohlmann-Rother, 2023). The competencies the actors need for facilitating adaptive transitions, as well as the exact nature of these competencies, are thus essential for successful transition to school, i.e., a transition without adjustment problems both for the child/parents and for the school environment.…”

A (mis)guidance of disabled youth: Post-secondary schooling transition experiences in South Africa

“…The apartheid policy on special schools ensured that ‘schools that accommodated white disabled learners were extremely well-resourced, whilst the few schools for black disabled learners were systematically under-resourced’ (Department of Education 2001b :9). Few empirical studies have examined the views of people with disabilities regarding their transitioning experiences and the impact on career choices and trajectory once in employment (McLaughlin 2023 ; Then & Pohlmann-Rother 2023 ). This qualitative multiple case study therefore sought to address a specific gap in our understanding of the influence of career guidance on post-schooling career trajectory for youth with disabilities in South Africa.…”

Current Practices for Transitional Planning From School to College Level about Physically Challenged Students: Special Education Teachers Perspectives

“…This is really very challenging for physically challenged students and their families to have such experiences of transition (Soni, 2021). Specific areas of transition to school for special needs children are focused in the previous studies (Then, 2023).…”