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Preparation for transition from early years intervention to primary school for children with cerebral palsy in Singapore: Exploring the voices and experiences of parents, children and early years professionals

Chu, Heung Ching; (2020) Preparation for transition from early years intervention to primary school for children with cerebral palsy in Singapore: Exploring the voices and experiences of parents, children and early years professionals. Doctoral thesis (D.Ed.Psy), UCL (University College London). Green open access

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Abstract

There is currently a gap in the literature exploring parents’ lived experiences of transition to primary school for their child with cerebral palsy (CP), especially in Singapore. Studies have shown that transition has a long-term impact on children’s future development and learning. The present qualitative study aimed to fill the gap in literature on exploring the experiences of parents and professionals of children with CP in preparation for transition from the Early Intervention Programme for Infants and Children (EIPIC) to a national primary school in Singapore. Characteristics of the children participants and their views were gathered using an adapted Mosaic approach (Clark & Moss, 2001). Semi-structured interviews and Interpretative Phenomenological Analysis (Smith et al., 2009) were used to explore and analyse the lived experiences of parents. Views of EIPIC professionals were gathered in a focus group discussion (FGD). Thematic analysis (Braun & Clarke, 2006) was used to analyse the FGD data. The inclusion of children, parents and professionals in this study enabled a triangulation in data and provided a multi-faceted overview of experiences regarding the preparation for transition to primary school. In general, children with CP focused on play and social interaction while experiencing difficulties with communicating their views and needs. Four Master Themes emerged: Parents of children with CP encountered a wide range of emotions during the preparation for school transition due to managing competing demands while seeking transition resources. Professionals in EIPIC had various roles in supporting children with CP for school transition and differentiated their approaches when working with different types of schools. The findings from the present study are particularly useful to professionals in supporting the preparation for school transition of children with CP and their parents. This study provides a starting point for future research in the area of parental support in school transition for children with CP and participatory methods in Singapore.

Type: Thesis (Doctoral)
Qualification: D.Ed.Psy
Title: Preparation for transition from early years intervention to primary school for children with cerebral palsy in Singapore: Exploring the voices and experiences of parents, children and early years professionals
Event: UCL (University College London)
Open access status: An open access version is available from UCL Discovery
Language: English
Additional information: Copyright © The Author 2020. Original content in this thesis is licensed under the terms of the Creative Commons Attribution 4.0 International (CC BY 4.0) Licence (https://creativecommons.org/licenses/by/4.0/). Any third-party copyright material present remains the property of its respective owner(s) and is licensed under its existing terms. Access may initially be restricted at the author’s request.
Keywords: Special Educational Needs, School transition, Early Intervention, Cerebral Palsy, Interpretative Phenomenological Analysis, Mosaic Approach
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Psychology and Human Development
URI: https://discovery.ucl.ac.uk/id/eprint/10117802
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