Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/1650
Appears in Collections:Faculty of Social Sciences Journal Articles
Peer Review Status: Refereed
Title: An Inclusive Perspective on Transition to Primary School
Authors: Stephen, Christine
Cope, Peter
Contact Email: christine.stephen@stir.ac.uk
Keywords: transition to primary school
social model
barriers
teachers' perspectives
Issue Date: 2003
Publisher: Symposium Journals
Citation: Stephen C & Cope P (2003) An Inclusive Perspective on Transition to Primary School, European Educational Research Journal, 2 (2), pp. 262-276.
Abstract: Despite a commitment to inclusion and equality in the national priorities for school education in Scotland the experience of children as they move from pre-school to primary school falls short of being an inclusive experience for all and some children are at risk of becoming disengaged from education at the beginning of their school career. In this paper we examine the process of transition to school through the ‘lens’ of inclusion. Our data comes from a study of the experience of 27 children during their first year in school. It was clear that teachers saw transition to school as a one-way process in which children had to ‘fit-in’ to school and did not see it as their task to respond to the diversity of children’s preferences, previous experiences or background. We argue that the teachers approach is akin to adopting a medical or individual model of inclusion (locating the difficulties in the child) rather than a social model that looks for the source of difficulties in the mismatch between the environment and the child’s needs. Adopting a social model allows for barriers to inclusion at the beginning of primary school to be identified and we explore some of the barriers that children experience with illustrations from our data.
Type: Journal Article
URI: http://hdl.handle.net/1893/1650
URL: http://www.wwwords.co.uk/rss/abstract.asp?j=eerj&aid=1720
DOI Link: http://dx.doi.org/10.2304/eerj.2003.2.2.5
Rights: Published in the European Educational Research Journal. Copyright: Symposium Journals.; Open Access. Publisher statement: "Please note that all articles published within Symposium journals automatically become open access 18 months after publication, so authors are asked to respect that embargo period". http://www.wwwords.co.uk/eerj/howtocontribute.asp
Affiliation: Initial Teacher Education

Files in This Item:
File Description SizeFormat 
5_Stephen_EERJ_2_2_web[1].pdf120.34 kBAdobe PDFView/Open


This item is protected by original copyright



Items in the Repository are protected by copyright, with all rights reserved, unless otherwise indicated.

If you believe that any material held in STORRE infringes copyright, please contact library@stir.ac.uk providing details and we will remove the Work from public display in STORRE and investigate your claim.