Abstract
Background: The study explores strategies for successfully transitioning learners with DS from home to school. Learners with DS face cognitive barriers and insufficient support systems during this transition, which represents a significant event in their lives. The study addresses these challenges by investigating family support, communication, and teaching strategies that facilitate smooth transition, inclusion and development within the school environment. Aim: This study aimed to identify key strategies facilitating successful transitions for learners with DS from home to school. Setting: The study was conducted at a school in Johannesburg, South Africa, that serves learners with special educational needs, specifically offering classes designed to accommodate learners with DS. Methods: The study employed a qualitative research design using a case study approach. Data was amassed through semi-structured interviews, narrative interviews, and document analysis. Thematic data analysis identified recurring patterns and themes in the collected data. Findings: The findings were organised into four main themes: 1) Parental Support and Involvement, 2) Communication Strategies, 3) Teaching and Learning Approaches, and 4) Challenges and Coping Strategies. The findings revealed the importance of parental support, effective communication, individualised teaching methods, and collaborative strategies in facilitating the successful transition of learners with DS. Conclusion: The study emphasises the need for a comprehensive and collaborative approach to supporting learners with DS transition from home to school. Strategies that address emotional, social, and academic needs and the involvement of all stakeholders are crucial for ensuring a smooth and successful transition.
Keywords:
Down Syndrome, Transition, Family Support, Effective Communication, Teaching Strategies and Inclusive Education.