Transition, inclusion and partnership: child-, parent- and professional-led approaches in a European research project

John M. Davis, John Ravenscroft, Nik Bizas

Research output: Contribution to journalArticle

10 Citations (Scopus)

Abstract

This paper utilises qualitative and quantitative findings from the Facilitating Inclusive Education and Supporting the Transition Agenda (FIESTA) project that carried out a survey of professionals and focus groups/interviews with parents and children to understand the context of transition, inclusion and collaborative working. The paper contrasts parent, professional and pupil views of different approaches to transition for pupils with additional support requirements in the partner EU countries of the FIESTA project (Bulgaria, Cyprus, Greece, Ireland, the Netherlands, Romania, Catalonia/Spain and Scotland/the United Kingdom). Transition from pre-school to primary school and from primary to secondary school is a period where professionals begin to meet and exchange knowledge. Although many significant developments have taken place, transition remains very challenging for European countries. This paper differentiates between transitions led by professionals, parents and children. It analyses transition practices in order to make recommendations on how we can move beyond rigid approaches to inclusion, shift power relations in service settings and enable more flexible, participatory and inter-relational approaches.
Original languageEnglish
Pages (from-to)33-49
Number of pages17
JournalChild Care in Practice
Volume21
Issue number1
DOIs
Publication statusPublished - 26 Nov 2014

Fingerprint

parents
research project
inclusion
Pupil
pupil
Parents
Research
Cyprus
Education
Bulgaria
Romania
Greece
Scotland
Focus Groups
Ireland
Netherlands
Spain
primary school
education
secondary school

Keywords

  • inclusion
  • transition
  • education
  • children
  • Europe

Cite this

@article{e4dbf702519d4b89861ea98275c8c799,
title = "Transition, inclusion and partnership: child-, parent- and professional-led approaches in a European research project",
abstract = "This paper utilises qualitative and quantitative findings from the Facilitating Inclusive Education and Supporting the Transition Agenda (FIESTA) project that carried out a survey of professionals and focus groups/interviews with parents and children to understand the context of transition, inclusion and collaborative working. The paper contrasts parent, professional and pupil views of different approaches to transition for pupils with additional support requirements in the partner EU countries of the FIESTA project (Bulgaria, Cyprus, Greece, Ireland, the Netherlands, Romania, Catalonia/Spain and Scotland/the United Kingdom). Transition from pre-school to primary school and from primary to secondary school is a period where professionals begin to meet and exchange knowledge. Although many significant developments have taken place, transition remains very challenging for European countries. This paper differentiates between transitions led by professionals, parents and children. It analyses transition practices in order to make recommendations on how we can move beyond rigid approaches to inclusion, shift power relations in service settings and enable more flexible, participatory and inter-relational approaches.",
keywords = "inclusion, transition, education, children, Europe",
author = "Davis, {John M.} and John Ravenscroft and Nik Bizas",
year = "2014",
month = "11",
day = "26",
doi = "10.1080/13575279.2014.976543",
language = "English",
volume = "21",
pages = "33--49",
journal = "Child Care in Practice",
issn = "1357-5279",
number = "1",

}

Transition, inclusion and partnership : child-, parent- and professional-led approaches in a European research project. / Davis, John M.; Ravenscroft, John; Bizas, Nik.

In: Child Care in Practice, Vol. 21, No. 1, 26.11.2014, p. 33-49.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Transition, inclusion and partnership

T2 - child-, parent- and professional-led approaches in a European research project

AU - Davis, John M.

AU - Ravenscroft, John

AU - Bizas, Nik

PY - 2014/11/26

Y1 - 2014/11/26

N2 - This paper utilises qualitative and quantitative findings from the Facilitating Inclusive Education and Supporting the Transition Agenda (FIESTA) project that carried out a survey of professionals and focus groups/interviews with parents and children to understand the context of transition, inclusion and collaborative working. The paper contrasts parent, professional and pupil views of different approaches to transition for pupils with additional support requirements in the partner EU countries of the FIESTA project (Bulgaria, Cyprus, Greece, Ireland, the Netherlands, Romania, Catalonia/Spain and Scotland/the United Kingdom). Transition from pre-school to primary school and from primary to secondary school is a period where professionals begin to meet and exchange knowledge. Although many significant developments have taken place, transition remains very challenging for European countries. This paper differentiates between transitions led by professionals, parents and children. It analyses transition practices in order to make recommendations on how we can move beyond rigid approaches to inclusion, shift power relations in service settings and enable more flexible, participatory and inter-relational approaches.

AB - This paper utilises qualitative and quantitative findings from the Facilitating Inclusive Education and Supporting the Transition Agenda (FIESTA) project that carried out a survey of professionals and focus groups/interviews with parents and children to understand the context of transition, inclusion and collaborative working. The paper contrasts parent, professional and pupil views of different approaches to transition for pupils with additional support requirements in the partner EU countries of the FIESTA project (Bulgaria, Cyprus, Greece, Ireland, the Netherlands, Romania, Catalonia/Spain and Scotland/the United Kingdom). Transition from pre-school to primary school and from primary to secondary school is a period where professionals begin to meet and exchange knowledge. Although many significant developments have taken place, transition remains very challenging for European countries. This paper differentiates between transitions led by professionals, parents and children. It analyses transition practices in order to make recommendations on how we can move beyond rigid approaches to inclusion, shift power relations in service settings and enable more flexible, participatory and inter-relational approaches.

KW - inclusion

KW - transition

KW - education

KW - children

KW - Europe

U2 - 10.1080/13575279.2014.976543

DO - 10.1080/13575279.2014.976543

M3 - Article

VL - 21

SP - 33

EP - 49

JO - Child Care in Practice

JF - Child Care in Practice

SN - 1357-5279

IS - 1

ER -