Factors associated with successful transition among children with disabilities in eight European countries

John Ravenscroft, Kerri Wazny, John M. Davis

Research output: Contribution to journalArticle

3 Citations (Scopus)

Abstract

Introduction.This research paper aims to assess factors reported by parents associated with the successful transition of children with complex additional support requirements that have undergone a transition between school environments from 8 European Union member states. Methods.Quantitative data were collected from 306 parents within education systems from 8 EU member states (Bulgaria, Cyprus, Greece, Ireland, the Netherlands, Romania, Spain and the UK). The data were derived from an online questionnaire and consisted of 41 questions. Information was collected on: parental involvement in their child’s transition, child involvement in transition, child autonomy, school ethos, professionals’ involvement in transition and integrated working, such as, joint assessment, cooperation and coordination between agencies. Survey questions that were designed on a Likert-scale were included in the Principal Components Analysis (PCA), additional survey questions, along with the results from the PCA, were used to build a logistic regression model.Results.Four principal components were identified accounting for 48.86% of the variability in the data. Principal component 1 (PC1), ‘child inclusive ethos,’ contains 16.17% of the variation. Principal component 2 (PC2), which represents child autonomy and involvement, is responsible for 8.52% of the total variation. Principal component 3 (PC3) contains questions relating to parental involvement and contributed to 12.26% of the overall variation. Principal component 4 (PC4), which involves transition planning and coordination, contributed to 11.91% of the overall variation. Finally, the principal components were included in a logistic regression to evaluate the relationship between inclusion and a successful transition, as well as whether other factors that may have influenced transition. All four principal components were significantly associated with a successful transition, with PC1 being having the most effect (OR: 4.04, CI: 2.43 – 7.18, p
LanguageEnglish
Number of pages17
JournalPLoS One
Volume12
Issue number6
DOIs
Publication statusPublished - 21 Jun 2017

Fingerprint

children with disabilities
Disabled Children
Principal component analysis
Logistics
parenting
Education
Logistic Models
Principal Component Analysis
principal component analysis
Planning
Parents
Cyprus
school children
Bulgaria
Romania
Ireland
European Union
Greece
education
Netherlands

Keywords

  • transition
  • children
  • school environment
  • support requirements
  • parental involvment
  • Bulgaria
  • Cyprus
  • Greece
  • Ireland
  • Netherlands
  • Romania
  • Spain
  • UK

Cite this

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abstract = "Introduction.This research paper aims to assess factors reported by parents associated with the successful transition of children with complex additional support requirements that have undergone a transition between school environments from 8 European Union member states. Methods.Quantitative data were collected from 306 parents within education systems from 8 EU member states (Bulgaria, Cyprus, Greece, Ireland, the Netherlands, Romania, Spain and the UK). The data were derived from an online questionnaire and consisted of 41 questions. Information was collected on: parental involvement in their child’s transition, child involvement in transition, child autonomy, school ethos, professionals’ involvement in transition and integrated working, such as, joint assessment, cooperation and coordination between agencies. Survey questions that were designed on a Likert-scale were included in the Principal Components Analysis (PCA), additional survey questions, along with the results from the PCA, were used to build a logistic regression model.Results.Four principal components were identified accounting for 48.86{\%} of the variability in the data. Principal component 1 (PC1), ‘child inclusive ethos,’ contains 16.17{\%} of the variation. Principal component 2 (PC2), which represents child autonomy and involvement, is responsible for 8.52{\%} of the total variation. Principal component 3 (PC3) contains questions relating to parental involvement and contributed to 12.26{\%} of the overall variation. Principal component 4 (PC4), which involves transition planning and coordination, contributed to 11.91{\%} of the overall variation. Finally, the principal components were included in a logistic regression to evaluate the relationship between inclusion and a successful transition, as well as whether other factors that may have influenced transition. All four principal components were significantly associated with a successful transition, with PC1 being having the most effect (OR: 4.04, CI: 2.43 – 7.18, p",
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Factors associated with successful transition among children with disabilities in eight European countries. / Ravenscroft, John; Wazny, Kerri; Davis, John M.

In: PLoS One, Vol. 12, No. 6, 21.06.2017.

Research output: Contribution to journalArticle

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