Perceptions and Support Needs of Directors in Inclusive Childcare Centers for the Transition of Young Children with Disabilities to Elementary School

This study aims to analyze the perceptions of directors at inclusive childcare centers regarding transition support for young children with disabilities entering elementary school, as well as their support needs, in order to explore effective strategies for facilitating this transition. To achieve this, in-depth interviews were conducted with seven directors who had at least three years of experience in transition support for young children with disabilities, using a semi-structured questionnaire. Using constant comparative analysis, four main categories, 11 subcategories, and 35 concepts were identified. The findings of the study are as follows. First, successful transition to elementary school for young children with disabilities requires individualized support, systematic assistance, and close collaboration among schools, families, and local communities. Second, although parental involvement is essential in the transition process, parents encounter various challenges, highlighting the need for practical and targeted support. Third, directors play a coordinating role in the transition process, and effective support requires strengthening field capacity, securing qualified teachers, ensuring stable personnel costs, and improving relevant systems. Fourth, the establishment of a concrete and stable support system and enhancement of the expertise of field personnel were found to be crucial for effective transition support. These findings suggest that enhancing the effectiveness of transition support for young children with disabilities requires individualized assistance, capacity building for both parents and field personnel, and the establishment of institutional and structural support systems. This study is expected to serve as foundational data for the development of policies and practical strategies to ensure a smooth transition to elementary school for young children with disabilities.