This study focuses on a transition program in Hong Kong that involves both children with special education needs transiting to mainstream primary schools and their parents. A transition program was conducted over 4 months, consisting of 13 children’s sessions and 6 parents’ sessions. This study explores how parents make use of the real-time parent training sessions to perceive the needs and difficulties of their child’s transition to primary school and the impact of such program on children’s transition. The Strengths & Difficulties Questionnaire (SDQ) measurement tool and focus-group interview methods were used. 11 parents completed the SDQ at the start and end of the transition program, and semi-structured interviews were carried out at two months and four months after the transition program. Data were analyzed using reflective thematic analysis. Both parents and children were not ready for the transition at the beginning of the program. The major concerns were children’s lack of social skills and self-help skills, and their reluctance to enter primary school. Along the transition program, parents’ reflected that children could better understand teachers’ expectations on classroom order and routine and were able to follow teachers’ instruction. All parents were satisfied with the transition program and especially valued the live streaming of children’s learning. This study calls for a holistic approach when making transition plans for young children with SEN, by recognizing the role of parents and equip them with better expertise and resources through real-time parent training.

Authors:
Nga Yui Tong, Hong Kong Metropolitan University, Hong Kong
Wing Yee Ho, Hong Kong Metropolitan University, Hong Kong

About the Presenter(s)
Dr. Nga Yui Tong is currently an Assistant Professor at the School of Education and Languages, Hong Kong Metropolitan University, Hong Kong.

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