Abstract Despite the importance of positive transitions for children's future development, little is known about how Dutch parents experience transitions of their children with SEN in regular education. Therefore, the current study aimed (a) to investigate the experiences of parents in the Dutch context of their children with SEN, and (b) to identify barriers and facilitators to positive transitions of children with SEN within regular primary education. Focus groups and interviews were conducted to collect experiences of 17 parents of children with SEN. Recordings were transcribed verbatim and coded inductively by two researchers working independently. Codes were grouped into themes and related to existing literature. Three relevant transitions were identified by parents: The transition into primary education, the transition into more formal schooling and the transition from suspecting a SEN to identifying it and finding sufficient support. All parents reported difficulties during transitions, but differed in their overall assessment. Important factors affecting transitions were (1) communication practices and parent attitudes, (2) the availability and quality of social support and (3) parents' own experiences and coping. To enhance inclusive education, educational professionals can create positive experiences for parents with children with SEN through transparent communication, moral support and a willingness to cooperate.
Oelen et al. (Fri,) studied this question.