Transitions of Children with Additional Support Needs across Stages

Daniel Mays , Divya Jindal-Snape, Chris Boyle

    Research output: Chapter in Book/Report/Conference proceedingChapter (peer-reviewed)

    Abstract

    Educational transition is a dynamic and ongoing process of adaptation due to a move from one educational context and set of interpersonal relationships to another. The educational context can involve a change in educational systems or moving across different stages of education, such as moving from one class to another, moving from primary school to secondary school, or from a special school to a mainstream school. The changes in interpersonal relationships involve leaving old peers and staff behind and forming relationships with the people in the new environment. Positive transitions can stimulate a child’s development, while negative transitions can lead to difficulties with their social and emotional wellbeing as well as to a dip in their academic attainment and academic motivation. With this in mind, the authors found that students who require additional support may be more at risk of being negatively affected during the transition periods. This chapter discusses different stages of educational transitions and considers research evidence related to the experience of students with additional support needs (Pre-school to primary school, Primary school to secondary school, Post-school transitions). Numerous suggestions for the formation of successful and inclusive transition models are given. The literature reviewed suggests that most children navigate transitions successfully but for some – especially for students who require additional support in the area of emotional and social development, they involve adaptation and adjustment over a longer period of time. The authors conclude that person-centred planning could be useful at all stages, especially if it were linked with Individual Education Plans and Transition Plans.
    Original languageEnglish
    Title of host publicationInclusive Education
    Subtitle of host publicationGlobal Issues and Controversies
    EditorsChristopher Boyle, Joanna Anderson, Angela Page, Sofia Mavropoulou
    Place of PublicationRotterdam
    PublisherSense Publishers
    Chapter10
    Pages163-178
    Number of pages16
    ISBN (Electronic)9789004431171
    ISBN (Print)9789004431164 (hbk), 9789004431157 (pbk)
    DOIs
    Publication statusPublished - 26 Jun 2020

    Publication series

    NameStudies in Inclusive Education
    ISSN (Print)2542-9825

    Keywords

    • Inclusion
    • Transition
    • School
    • Post-school

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  • Research Output

    Whose transition is it anyway? Exploring multiple and multi-dimensional transitions

    Jindal-Snape, D., 5 Mar 2018.

    Research output: Contribution to conferencePaper

    Cite this

    Mays , D., Jindal-Snape, D., & Boyle, C. (2020). Transitions of Children with Additional Support Needs across Stages. In C. Boyle, J. Anderson, A. Page, & S. Mavropoulou (Eds.), Inclusive Education: Global Issues and Controversies (pp. 163-178). (Studies in Inclusive Education). Sense Publishers. https://doi.org/10.1163/9789004431171_010