An exploration of primary to secondary school transition planning for children with Down’s syndrome

This study explores factors that influence decisions about transition and what works for children with Down’s syndrome transferring from primary to secondary school. Qualitative data were collected using semi-structured interviews to gain the views of support staff and parents of two children with Down’s syndrome. One parent had chosen mainstream secondary school and was negotiating the transition, whilst the other was making decisions around future placement. The Voice of the Child (VoC) was elicited using rating scales. Thematic analysis revealed practical and ideological insights into transition, highlighting the need for parental involvement, planned transition and recognition of the individual needs of the child. The educational and social implications of these findings are considered along with directions for future research.