ABSTRACT

The knowledge of children with special educational needs and disabilities, and their families, is essential for informing educational transition planning and decision-making. However, often their views are marginalised through formalised processes and assessments which underestimate children’s capabilities and prioritise professional knowledge. We draw upon a project in an early years setting that involved five young autistic children, their families, and practitioners in the creation of Digital Stories as the children prepared for the transition to school. Parents and practitioners contributed exemplary (practical) knowledge and children contributed embodied knowledge about the things that mattered to them. We analysed the Stories to find out what we learned about the children through taking these different perspectives. Children’s embodied knowledge revealed their voices, interests and capabilities, with a focus on the spaces where they liked to be and who they chose to spend time with (including themselves). Parents and practitioners shared knowledge about the objects and interests of the child, the choices they make, and where support is needed. Taken together, the Stories provide a holistic view of the child that moves beyond difficulties and challenges. The Stories could be an important tool for professionals and families for supporting children’s transitions.

摘要

有特殊教育需求和残疾的儿童及其家庭的知识对于教育过渡规划和决策至关重要。然而，他们的观点往往因低估儿童能力并优先考虑专业知识的正式程序和评估而被边缘化。我们借鉴了早年环境中的一个项目，该项目涉及五个年幼的自闭症儿童、他们的家人和从业者，他们在为孩子过渡到学校做准备时创作了数字故事。父母和从业者贡献了模范（实用）知识，而孩子们贡献了关于对他们重要的事情的具身知识。我们分析了这些故事，以了解我们通过这些不同的视角了解到了关于孩子们的哪些信息。儿童的具体知识揭示了他们的声音、兴趣和能力，重点是他们喜欢去的空间以及他们选择与谁共度时光（包括他们自己）。父母和从业者就孩子的目标和兴趣、他们做出的选择以及需要支持的地方分享知识。总而言之，这些故事提供了一个超越困难和挑战的孩子的整体观点。这些故事可以成为专业人士和家庭支持儿童过渡的重要工具。以及需要支持的地方。总而言之，这些故事提供了一个超越困难和挑战的孩子的整体观点。这些故事可以成为专业人士和家庭支持儿童过渡的重要工具。以及需要支持的地方。总而言之，这些故事提供了一个超越困难和挑战的孩子的整体观点。这些故事可以成为专业人士和家庭支持儿童过渡的重要工具。