Parents, preschools/schools and professionals: Impact of relationships on children's inclusion

Abstract

The aim of this paper is to illustrate how four children with Down Syndrome (DS) experienced inclusion in their respective preschool and school settings during their transitions to school, and the kinds of parent, preschool, school and professional relationships, which influenced those experiences. The data, which form the basis of this paper are part of a larger Ph. D. study investigating the transition from preschool to school for 4 boys with DS and 2 typically developing boys, their families, teachers, professionals and pertinent others.