The Transition from Preschool to Primary School for Children with Down Syndrome

Underpinned by bioecological theory, I explored the experiences of parents and teachers as children with Down syndrome transferred from preschool to primary school. A systematic literature review was undertaken on the transition from preschool to primary school for children with Down syndrome. Considering this review, I recommended that the use of language be revisited by researchers while ethical issues warrant further consideration. Qualitative research was appropriate to explore parents’ and teachers’ experiences. I conducted thirty-two semi-structured interviews with parents and teachers of children with Down syndrome. The interviews were undertaken before and after the children started primary school. Reflexive thematic analysis was used to analyse the data. Perceived supports and barriers to the transition process were identified. I discussed the implications for the professional practice of educational psychologists and provided recommendations for future research.