Zaidman-Zait Anat, Poon Brenda T, Curle Deirdre, Jamieson Janet R, Norman Nancy
Tel Aviv University.
University of British Columbia.
J Deaf Stud Deaf Educ. 2019 Oct 1;24(4):396-407. doi: 10.1093/deafed/enz027.
Although entry into the school system is a major milestone in the lives of young d/Deaf or hard-of-hearing (DHH) children and their families, relatively little is known about parents' and teachers' experiences and perspectives of this important transition. The aims of this study were to describe parents' concerns during their children's transition from early intervention to school, to describe practices available for families of DHH children, and to explore parents' and teachers' perspectives regarding practices that support a smooth transition to school. Parents (N = 40) and teachers (N = 37) of the deaf and hard of hearing completed surveys examining their experiences and perspectives on DHH children's transition to school. Among concerns expressed among parents was their child's ability to participate successfully in an inclusive school setting, as well as the level of supports their child would receive. Teachers reported numerous policies and practices that supported the transition to school, emphasizing high-intensity practices often used to gather information about the child and set accommodations in place. Parent and teacher reports on facilitators for the transition are compared and contrasted. Recommendations for research and practice are provided.
尽管进入学校系统是听障或重听（DHH）儿童及其家庭生活中的一个重要里程碑，但对于家长和教师在这一重要过渡阶段的经历和观点，我们了解得相对较少。本研究的目的是描述家长在孩子从早期干预过渡到学校期间的担忧，描述为DHH儿童家庭提供的做法，并探讨家长和教师对支持顺利过渡到学校的做法的看法。聋人和重听儿童的家长（N = 40）和教师（N = 37）完成了调查，考察他们对DHH儿童过渡到学校的经历和看法。家长们表达的担忧包括孩子能否成功融入全纳学校环境，以及孩子将获得的支持水平。教师报告了许多支持过渡到学校的政策和做法，强调了常用于收集孩子信息和制定便利措施的高强度做法。比较并对比了家长和教师关于过渡促进因素的报告。提供了研究和实践建议。
