ABSTRACT

This study aimed to explore parents’ and teachers’ meaning making of children’s learning in transitions from preschool to school, for 5-7-year-old children with intellectual disability (ID). Although educational transitions is a growing area of research there is limited research about educational transitions of children with ID. These children often need individual adaptations in pedagogical settings and children with ID are most dependent on supportive persons for learning. In a Swedish context, the transitions from preschool to school of eight children with ID were studied during one year. Forty-seven interviews with parents, preschool- and school teachers were performed on three occasions pre- and post-transition. The interviews were analysed using interpretative phenomenological analysis. Results showed that the master themes ‘Organising for Child Well-being’, ‘Adapting Strategies for Learning’, and ‘Processing Time’ constituted how parents and teachers perceived and responded to the children’s learning. Individualisation of transitions is needed and should be built up by close and tentative adaptations that prevail over transitions. This study shows that for children with ID learning is a social process where close partners are very important for child well-being, and thus learning.

摘要

本研究旨在探讨 5-7 岁智障 (ID) 儿童从学前班到学校过渡期间父母和教师对儿童学习的意义建构。尽管教育转型是一个不断发展的研究领域，但关于 ID 儿童教育转型的研究有限。这些孩子通常需要在教学环境中进行个性化调整，而患有智力障碍的孩子最依赖支持者进行学习。在瑞典的背景下，一年内研究了八名智力障碍儿童从学前班到学校的过渡。在过渡前和过渡后，对家长、学前班和学校教师进行了 3 次访谈，共 47 次。使用解释性现象学分析对访谈进行分析。结果表明，“为孩子的幸福而组织”、“为学习调整策略”和“处理时间”这三个主要主题构成了家长和教师如何看待和回应孩子的学习。过渡的个性化是必要的，并且应该通过超越过渡的密切和试探性的适应来建立。这项研究表明，对于有 ID 的儿童来说，学习是一个社会过程，其中亲密的伙伴对儿童的幸福和学习非常重要。