Abstract
The transition from home to school is crucial for learners with Down Syndrome, involving navigating routine and expectation changes, often worsened by cognitive and adaptive challenges. Given limited resources in South African schools, early home routines and rules are crucial to support learners and ease their transition to school. To investigate how home-based prep, routines, rules, and demonstrations impact learners with Down Syndrome transitioning to early childhood education. A qualitative study consisting of N = 3 participants was conducted at a special needs school in Gauteng. A qualitative case study within an interpretivist paradigm was employed. Data were gathered through semi-structured and narrative interviews with parents, teachers and school management, alongside document analysis of inclusive education policies. Thematic analysis methods to identify key patterns. Four core themes emerged: (1) Establishing predictable home routines to support school readiness, (2) Use of clear and consistent rules to promote behavioural adjustment, (3) Hands-on demonstration as a primary learning strategy at home, and (4) Family support as a foundation for resilience during transition. This study affirms that home-based preparation, through routines, clear rules, and demonstrations, is crucial for a successful transition to early childhood education for learners with Down Syndrome. Supporting families as primary agents of early transition is crucial for learners with Down Syndrome, emphasising the importance of early engagement and home preparation in school readiness. This study emphasises the importance of home-based prep and family support in helping children with Down syndrome make successful transitions.