D.M. Sainto’s scientific contributions

... Considering the finding that the types of transition strategies teachers use are very limited, it is considered necessary that in order to increase the teachers' proficiency about effective inclusion and classroom management in various ways, some precautions should be taken to eliminate the teachers' deficiencies in pre-service years such as increasing the number of special education courses prospective teachers take or doing internship at a well-managed inclusive class and in-service years such as attending workshops related to inclusive practices. Another finding of this research, teachers spend an average of 42 min 30 s (35.09%) for completing transitions within two hours of a school day, is consistent with previous research demonstrating 20% to 35% of school time is spent for transitions (Carta et al., 1990;Ferguson et al., 2004;Ostrosky et al., 1992;Sainato, 1990). Research shows that in some classes, preparation for activities or clean-up during transitions takes up to 70 min in a day (Fisher et al., 1980). ...

Reference:

Examination of in-classroom transitions in inclusive preschool classrooms