Abstract
The purpose of this research is to analyze the experiences and support requirements of teachers during the transition process of children with disabilities to elementary school and to provide practical support strategies for future elementary school transition support. To achieve this, a qualitative meta-analysis was conducted using Nobit & Hare's (1988) sevenstep qualitative meta-analysis method on five qualitative research articles involving special education teachers who have experienced the transition of children with disabilities to elementary school and daycare teachers for children with disabilities published in South Korea. As a result, two overarching categories, namely “Experiences of Elementary School Transition Support” and “Support Requirements for Elementary School Transition Support”, were identified, consisting of five subcategories and 13 main content areas under these categories. Each main content area is presented with relevant citations. Finally, based on the results, practical support strategies for elementary school transition support are proposed through discussion, along with recommendations for future research.
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