The objective of this research is to investigate the strategies and practices implemented in the transition process of children with severe and multiple disabilities from home to inclusive schools. However two special schools were chosen to see how the transition process is done in this setting. Semi-structured interviews were administered by the authors to parents, head of schools, facilitators, teachers, agencies, the Statementing Moderating Board and persons involved in policy making to investigate practices in this transition process. Findings from authors suggest that although parents are so willing in sending their children to ordinary schools, staff and administrative members and especially teachers are not trained as yet with regards to the inclusion of children with severe and multiple disabilities in the classroom. Due to this one child was obliged to leave the ordinary school and attend a special school. This therefore indicates that schools still need a lot of adaptation to welcome children with severe disabilities. Stakeholders agree that the peers are more tolerant and friendly towards children with severe disabilities. The findings further indicate that the transition process varies from school to school depending on the staff members and stakeholders. The concluding chapter suggests ways and means of how problems dealing with the transition process from home to school can be tackled and thus improve transition elements to help parents, schools and administrative members adhere better to the needs of children with severe and multiple disabilities.

B.Ed. (Hons.)
May 2004

Keywords:

Disabilities, Strategies, Transition, Inclusion, Procedures, Early Years