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
Wythe, J. (2022) 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. British Journal of Special Education, 49 (4). pp. 605-627. ISSN 0952-3383
![[img]](https://lbro.repository.guildhe.ac.uk/style/images/fileicons/text.png) |
Text
Wythe_an exploration into_2025.pdf - Published Version Available under License Creative Commons Attribution. Download (369kB) |
Abstract
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.
| Item Type: | Article |
|---|---|
| Additional Information: | Published by Wiley in 2022. This is the final published version of an open access article distributed under the terms of a Creative Commons CC BY 4.0 licence https://creativecommons.org/licenses/by/4.0/ |
| Divisions: | School of Social Science |
| Depositing User: | Jessica Wythe |
| Date Deposited: | 13 Nov 2025 11:13 |
| Last Modified: | 13 Nov 2025 11:13 |
| URI: | https://lbro.repository.guildhe.ac.uk/id/eprint/1279 |
Actions (login required)
 |
Edit Item |