The overarching goal of this project was to build capacity in effective communication between preschool and school teachers in supporting school inclusion of children and families experiencing disadvantages at preschool age through developing tools and guidance materials in the field of child development and transitions. Over time, teachers have consistently rated their level of involvement in transition and IEP planning as poor, especially among essential domains (e.g., interagency collaboration, career development, working with families, preventing early school leaving among children with learning difficulties or their effective school inclusion ) and they do not feel sufficiently prepared. To address this aim we focused on building capacities of teachers (both preprimary and primary), given that a knowledgeable and skillful teacher makes the greatest impact on educational challenges during the school transition. We also, in practice, enabled future students and their families to have greater support and a better quality transition when enrolling their children in first grade.
Not having adequate support systems for teachers in participating organizations is a major challenge in our everyday pedagogical practices. Linked to this, we are aware that the most effective transition practices promote good communication and collaboration between preschools and primary schools. Planning, communication, and collaboration between practitioners and teachers are cited as key elements in successful transition initiatives. We acknowledged this project as our professional development in the field of inclusion of children with learning difficulties through improving our transitional practices and sharing experiences and best practices with our transnational partners who are advanced in school transition and school inclusion.