An exploration into the implications of the Covid-19 restrictions on the transition from Early Years Education to Key Stage 1 for children with special educational needs and disability – a comparative study

This small-scale comparative study explores how the coronavirus pandemic has impacted on the transition from Early Years Education to Key Stage 1 (KS1) for children with special educational needs and disability (SEND) in a SEND specialist school in the UK. Two focus group interviews were conducted with nine professionals who work across three KS1 classes for pupils with moderate learning difficulties at a SEND specialist provision setting. This study aimed to compare their experiences and observations of how the children responded to this significant transition in September 2020, in the context of the coronavirus restrictions, and how their practice, provision and transitional support were adapted to meet the needs of the children and to adhere to the changing Covid-19 guidance. The novel findings of this study revealed that the professionals observed significant disruptions and delays in children’s independence skills and social and emotional skills, and in adhering to behavioral expectations, in comparison to cohorts in previous academic years. Additionally, the study identified a lack of consistent and systematic educational guidance during the coronavirus pandemic and a significant difference in transitional support practices due to the coronavirus restrictions.

Författare: Jessica Wythe

An exploration into the implications of the Covid-19 restrictions on the transition from Early Years Education to Key Stage 1 for children with special educational needs and disability – a comparative study

The British Journal of Special Education (BJSE)