Teachers’ and parents’ meaning making of children’s learning in transition from preschool to school for children with intellectual disability

Figures & data

Table 1. Characteristics of participants, transitions and data collection

No.	Child’s disability* according to parents and teachers	Child’s sex and age	Educational transition		Stakeholders interviewed (in total 48 interviews over 3 time points)
			Transition from	Transition to	Pre-transition	< 2 months Post-transition	> 8 months Post-transition
1	Mild ID, need AAC, concentration difficulties	Boy, 5 years	Preschool	CSSID school	Mother, Preschool teacher	Mother, School teacher	Mother, School teacher
2	Moderate ID, need AAC, concentration difficulties	Boy, 5 years	Preschool	CSSID school	Mother, Preschool teacher	Mother, School teacher	Mother, School teacher
3	Mild ID, need AAC, hyper activity, concentration difficulties	Boy, 6 years	Preschool	CSSID school	Mother, Preschool teacher	Mother, School teacher	Mother, School teacher
4	Mild to moderate ID, need AAC	Boy, 6 years	Preschool	CSSID school	Mother, Preschool teacher	Mother, School teacher	Mother, School teacher
5	Moderate ID, need AAC, autistic features	Boy, 6 years	Preschool	CSSID school	Father, Preschool teacher	Father, School teacher	Father, School teacher
6	Mild ID, need AAC, autistic features	Boy, 6 years	Preschool	CSSID school	Mother and Father, Preschool class teacher	Mother and Father, School teacher	Mother and Father, School teacher
7	Moderate to severe ID, need AAC	Girl, 6 years	Preschool class	Inclusive education in regular primary school	Mother, Preschool class teacher	Mother, School teacher	Mother, School teacher
8	Mild ID, need AAC	Boy, 7 years	Preschool class	Inclusive education in regular primary school	Mother, Preschool teacher	Mother and father, School teacher	Mother and father, School teacher

*The children had one or a combined set of diagnoses, e.g. Down’s syndrome, Fragile X, ADHD, Autism, severe language impairment. In order to ensure anonymity, the names/aetiology of all syndromes have been left out.

Table 2. Results presented as master themes, subordinate themes and categories

Master themes	Organising for Child Well-being				Adapting Strategies for Learning				Processing Time
Subordinate Themes	Approaches to Learning	Professionalism of Teachers	Child Vulnerability	Unclear Organization of Support	Teaching Strategies	Teaching Material	Trusting Relation-ships	Collabora-tion	Smooth Transition	Progression of Development
Categories	Inclusive/non-inclusive perspective Typical develop-mental perspective Holistic perspective	Expectations of competence Professional flexibility and tentativeness	Understanding child abilities Understanding child behaviour	Uncertainty about responsibility Uncertainty about pedagogical roles	Structuring activities and routines Joyful and playful learning Peer interaction as a means to learning	Using concrete materials Supporting communica-tion	Affirmation Especially close relationships Peer acceptance and feelings of togetherness	Ways to collaborate Consensus between settings Involving external profession-als	Prepara-tion	Child Autonomy Openness