Positive transitions—Parents' experiences with transitions of their child with special educational needs in regular primary education

Bibliographic Data

ID21723193
AuthorsAline Oelen (0000-0002-0428-6099, Research Group Youth, Education and Society Hanze University of Applied Sciences Groningen The Netherlands, corresponding author), Margreet R Luinge (0000-0003-2855-3523, Research Group Youth, Education and Society Hanze University of Applied Sciences Groningen The Netherlands), Marie Louise Luttik (0000-0002-4361-8703, Research Group Nursing Diagnostics and Family Care Hanze University of Applied Sciences Groningen The Netherlands), Annelies Kassenberg (0009-0009-6830-5525, Research Group Youth, Education and Society Hanze University of Applied Sciences Groningen The Netherlands), Alexander Minnaert (0000-0003-3886-1634, Research Unit of Inclusive and Special Needs Education, Faculty of Behavioural and Social Sciences University of Groningen Groningen The Netherlands)
Year2026
Volume26
Issue3
Publication date2026-07-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueJournal of Research in Special Educational Needs (JOURNAL)
Journal identifiersISSN: 1471-3802 • E-ISSN: 1471-3802
PublisherWiley (PUBLISHER • GB)
DOI10.1111/1471-3802.70097
OpenAlexW7160638731
LanguageEN
References cited29

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

Focus group · Qualitative research · Special Educational Needs · Disability Education and Employment · Family and Disability Support Research · Parental Involvement in Education

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