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    Contextual factors affecting inclusion during children's transitions from preschool to school (2008)

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    Type of Content
    Journal Article
    UC Permalink
    http://hdl.handle.net/10092/5192
    
    Publisher
    University of Canterbury. School of Educational Studies and Human Development
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    • Education: Journal Articles [243]
    Authors
    Rietveld, C.M.
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    Abstract

    This qualitative study investigated the experiences of two pairs of boys (one pair typically developing, one pair with Down Syndrome) during their transitions to school. The boys were observed using continuous narrative recordings, during all aspects of the curriculum. Their teachers, parents and peers were also interviewed. Results indicated that the boys with Down Syndrome (DS) engaged in a narrower range of roles than did the typically developing boys at preschool (interactions that did not involve any emotional connections with specific children). However, observations at school indicated that inclusion or exclusion were not within-child characteristics, but largely dependent on the context. The data suggests that specifically it was the nature of relationships in each context that affected inclusion and exclusion, more so than the setting (preschool or school) or the presence of DS. These relationships were shaped at all levels of the centre or school's educational culture and ethos.

    Citation
    Rietveld, C.M. (2008) Contextual factors affecting inclusion during children's transitions from preschool to school. Australian Journal of Early Childhood, 33(3), pp. 1-9.
    This citation is automatically generated and may be unreliable. Use as a guide only.
    ANZSRC Fields of Research
    39 - Education::3901 - Curriculum and pedagogy::390102 - Curriculum and pedagogy theory and development
    13 - Education::1303 - Specialist Studies in Education::130312 - Special Education and Disability
    Rights
    https://hdl.handle.net/10092/17651

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