Gradual Transitions in the Educational Process of Students with Special Needs: An In-Depth Investigation of Teacher and Parent Perspectives

One of the most critical stages in the education of students with special needs is the early transition, a period that profoundly influences not only their academic achievement but also their social-emotional adjustment. This qualitative case study explores the transition processes of children with special educational needs from the Guidance and Research Center (GRC) to preschool and from preschool to elementary school, based on the perspectives of teachers and parents. The study involved seventeen teachers (special education, preschool, and elementary) and eleven parents, selected using maximum variation sampling. Data were collected through semi-structured interviews and analyzed using content and thematic analysis techniques. The findings were organized under two main themes: (1) Facilitators and Barriers in Transition and (2) Stakeholder Proposals for Effective Transition. The findings reveal that stakeholders prioritized social-emotional development over academic skills, emphasizing trust, adaptation, and communication. Key barriers included parental emotional strain, fear of stigmatization, lack of information, limited institutional coordination, inadequate resources, and inconsistencies between GRC reports and classroom observations. Children’s early transition experiences often involved separation anxiety, behavioral challenges, and adjustment difficulties, while stakeholders employing game-based activities, visual supports, and gradual adaptation strategies as facilitators. Effective transition practices were associated with strong parent-teacher cooperation, individualized support, and environments responsive to children’s needs. Stakeholder proposals highlight the importance of strengthening inter-institutional communication, enhancing guidance services, increasing material and staff resources, implementing digital coordination systems, and expanding parent education and psychosocial support. The study underscores the need for a holistic, collaborative, and individualized approach to promote smooth transitions and foster both academic and social-emotional adjustment for children with special needs.