Managing early years inclusive transition practices

To compare the transition policies and practices employed by mainstream schools for young children with special needs in the North and South of Ireland. Specifically, he project aims to document the policies (at government, local authority and school level)  that direct and influence the transition process; to explore the differing practices and strategies employed by schools to support the transition process in both jurisdictions; to establish how teachers interpret these policies at classroom level, to identify the factors that support or impede successful transitions; and to identify the importance of parental involvement in the transition process and the role of other agencies.

MEYIT Final Report