Early years transitions into mainstream educational settings for children with special educational needs and disabilities

Abstract

Supporting the transitions experienced by children in the Early Years Foundation Stage (EYFS) is an important consideration for education professionals, especially for those working with children with special educational needs and disabilities (SEND). This experiential, qualitative research explores how early years (EY) transitions into mainstream educational settings for children with SEND are supported within one local authority (LA). Data were collected via four profession‐specific focus groups to identify the perceived facilitators to successful transitions. The dataset was contributed to by a Deaf/Hearing and Vision Inclusion Team, an Early Years Team, an Educational Psychology Service and a Virtual School. It was analysed using reflexive thematic analysis. Findings suggest that policy maker and practitioner investment in educational inclusion to effect a reduction of the unknown for children, families and professionals can facilitate successful transitions for children with SEND. A virtuous cycle of inclusion is described in which success is defined by meeting the child's needs, providing equal opportunities for all to engage in an inclusive education process. Limitations and implications for practice and future research are discussed.