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Article: Child care workers’ perspectives on transition services for pre-school children with special needs in Hong Kong.

TitleChild care workers’ perspectives on transition services for pre-school children with special needs in Hong Kong.
Authors
KeywordsChild care workers
Children with special needs
Pre-school
Teachers' perspective
Transition services
Issue Date2020
PublisherInternational Journal of Special Education. The Journal's web site is located at http://www.internationalsped.com/index.php/ijse
Citation
International Journal of Special Education, 2020, v. 35 n. 1, p. 29-36. How to Cite?
AbstractTransitions that all young children have to make (including children with special needs) involve: starting school, moving from kindergarten to primary school, and sometimes moving from one school to another. With increasing awareness of the importance of early childhood education and intervention, transition planning for young children is attracting much more attention and action. Research suggests that there is a relationship between children’s successful transitions and the outcomes of their development in cognition, literacy, social adjustment, and adaptive skills. However, the perspectives of teachers in transition planning were not sufficiently explored in the literature in the Chinese context. This paper focuses on the experiences, ideas, and perspectives of pre-school child care workers on the vertical transition of children from pre-school special centres to other educational institutions in Hong Kong. Individual face-to-face interviews were conducted with child care workers who work in special child care centres. Importance of transition planning for children with special needs, the role of pre-school special child care workers, challenges in the process, and suggestions for improvement are discussed. In particular, methods for facilitating the parents’ choice of appropriate primary schools are shared.
DescriptionOpen Access Journal
Persistent Identifierhttp://hdl.handle.net/10722/304038
ISSN
2023 Impact Factor: 0.7
2023 SCImago Journal Rankings: 0.141
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorLo, SKW-
dc.contributor.authorYuen, MT-
dc.contributor.authorChan, RTH-
dc.date.accessioned2021-09-23T08:54:22Z-
dc.date.available2021-09-23T08:54:22Z-
dc.date.issued2020-
dc.identifier.citationInternational Journal of Special Education, 2020, v. 35 n. 1, p. 29-36.-
dc.identifier.issn0827-3383-
dc.identifier.urihttp://hdl.handle.net/10722/304038-
dc.descriptionOpen Access Journal-
dc.description.abstractTransitions that all young children have to make (including children with special needs) involve: starting school, moving from kindergarten to primary school, and sometimes moving from one school to another. With increasing awareness of the importance of early childhood education and intervention, transition planning for young children is attracting much more attention and action. Research suggests that there is a relationship between children’s successful transitions and the outcomes of their development in cognition, literacy, social adjustment, and adaptive skills. However, the perspectives of teachers in transition planning were not sufficiently explored in the literature in the Chinese context. This paper focuses on the experiences, ideas, and perspectives of pre-school child care workers on the vertical transition of children from pre-school special centres to other educational institutions in Hong Kong. Individual face-to-face interviews were conducted with child care workers who work in special child care centres. Importance of transition planning for children with special needs, the role of pre-school special child care workers, challenges in the process, and suggestions for improvement are discussed. In particular, methods for facilitating the parents’ choice of appropriate primary schools are shared.-
dc.languageeng-
dc.publisherInternational Journal of Special Education. The Journal's web site is located at http://www.internationalsped.com/index.php/ijse-
dc.relation.ispartofInternational Journal of Special Education-
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.subjectChild care workers-
dc.subjectChildren with special needs-
dc.subjectPre-school-
dc.subjectTeachers' perspective-
dc.subjectTransition services-
dc.titleChild care workers’ perspectives on transition services for pre-school children with special needs in Hong Kong.-
dc.typeArticle-
dc.identifier.emailYuen, MT: mtyuen@hku.hk-
dc.identifier.authorityYuen, MT=rp00984-
dc.description.naturelink_to_OA_fulltext-
dc.identifier.doi10.52291/IJSE.2020.35.3-
dc.identifier.scopuseid_2-s2.0-85120346620-
dc.identifier.hkuros325563-
dc.identifier.volume35-
dc.identifier.issue1-
dc.identifier.spage29-
dc.identifier.epage36.-
dc.identifier.isiWOS:000641554800003-
dc.publisher.placeCanada-

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