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Understanding mothers' perceptions of children with special needs transitioning to primary or special schools
Author
Choo, Michelle Wanzhen
Supervisor
Poon, Kenneth K.
Abstract
Background. Parents, in particular mothers, are the key decision makers for a child’s schooling placement. With the Compulsory Education Act (MOE, 2018), all children regardless of disabilities are required to receive primary education. Children with special needs may receive their education in segregated special education settings or in mainstream settings, the latter providing lower support for needs.
Aims. This research aims to understand the decision-making process for mothers before the child graduates from an early intervention (EI) programme and enters primary education, as well as the support that mothers receive in this process.
Approach. Nineteen mothers with children graduating from EI were interviewed to explore their considerations and support received during this transition process. Mothers also completed a demographic survey and Family Outcomes Survey – Revised (FOS-R). Eight EI professionals were engaged in interviews or Focus Group Discussions (FGDs) to compare the perceptions of mothers and professionals. Mothers’ and professionals’ responses were analysed using an abbreviated grounded theory approach (Willig, 2013).
Results. The four main themes that emerged regarding transition were: understanding of the child, understanding of schools, support for transition, and mothers’ characteristics. The themes demonstrate an interaction of environments and person characteristics, which is in line with the bioecological model of development (Bronfenbrenner & Morris, 2007).
Conclusion. Mothers’ decision-making can be understood through the interaction of their knowledge, support, and personal characteristics, where they seek a school fit for their child and their expectations. They generally receive sufficient information to make their decision but require more emotional support. Greater cross-sector collaboration will facilitate clearer recommendations and direction, to the benefit of both families and service providers.
Aims. This research aims to understand the decision-making process for mothers before the child graduates from an early intervention (EI) programme and enters primary education, as well as the support that mothers receive in this process.
Approach. Nineteen mothers with children graduating from EI were interviewed to explore their considerations and support received during this transition process. Mothers also completed a demographic survey and Family Outcomes Survey – Revised (FOS-R). Eight EI professionals were engaged in interviews or Focus Group Discussions (FGDs) to compare the perceptions of mothers and professionals. Mothers’ and professionals’ responses were analysed using an abbreviated grounded theory approach (Willig, 2013).
Results. The four main themes that emerged regarding transition were: understanding of the child, understanding of schools, support for transition, and mothers’ characteristics. The themes demonstrate an interaction of environments and person characteristics, which is in line with the bioecological model of development (Bronfenbrenner & Morris, 2007).
Conclusion. Mothers’ decision-making can be understood through the interaction of their knowledge, support, and personal characteristics, where they seek a school fit for their child and their expectations. They generally receive sufficient information to make their decision but require more emotional support. Greater cross-sector collaboration will facilitate clearer recommendations and direction, to the benefit of both families and service providers.
Date Issued
2020
Call Number
LC4704 Cho
Date Submitted
2020