Abstract
Background: Children with Down syndrome (DS) experience developmental delays that
complicate their transition from home to school. In South Africa, under-resourced schools,
early intervention remains inconsistently implemented despite its potential to enhance
developmental and educational outcomes.
Aim: This study explores how early intervention influences the school transition experiences
of children with DS in a South African special needs school, focusing on relational, emotional
and pedagogical dimensions of this process.
Setting: A qualitative study consisting of N = 7 participants was conducted at a special needs
school in Gauteng, South Africa, serving children with diverse developmental profiles.
Methods: 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. Ubuntu
Philosophy and Resilience Theory framed the analysis, which used thematic methods to
identify key patterns.
Results: Four core themes emerged: (1) collaborative communication strengthens transitions,
(2) individualised support enables learner adjustment, (3) emotional strain during transition
requires sensitive intervention and (4) learning through play and demonstration enhances
inclusion. The findings affirm that successful transitions depend on relational care, personalised
strategies, community support, not just early diagnosis.
Conclusion: Early intervention supports successful school transitions when embedded in
emotionally responsive, culturally grounded, collaborative practices. Ubuntu’s ethic of shared
humanity and the relational focus of Resilience Theory provide a valuable framework for
understanding inclusion in South African early childhood contexts.
Contribution: This study contributes an African-centred model of early intervention that
emphasises culturally relevant, community-based support for children with DS and their
families.