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Transition of integrated students and students with special needs from primary to secondary school

Published online by Cambridge University Press:  26 February 2016

Carmel Feeney  and
G. F. Best
Carmel Feeney*
Affiliation:
Holy Trinity Primary School, Victoria
G. F. Best
Affiliation:
Monash University, Victoria
*
Address for Correspondence: Carmel Feeney, Special Education Teacher, Holy Trinity Primary School, Wantima South, Victoria 3152.
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Abstract

Literature regarding the transition of students from primary to secondary school indicates that all students face a number of problems centring around the school environment, academic adjustment (teachers and curriculum) and social environment. These problems are likely to be exacerbated for students with disabilities or special needs. There is limited research into the transition of the general student population from primary to secondary school and virtually none regarding the transition of students with disabilities or special needs. This study concentrated on the transition from primary to secondary school of students with disabilities or special needs in Victorian mainstream Catholic schools. One hundred and ten teachers from 109 schools completed questionnaires. Findings suggested a considerable level of concern for the transition of this particular group of students and support for a number of specific activities and procedures to facilitate smooth transition and communication between school levels. Support was found to be greater in theory than practice.

Type
Research Article
Information
Australasian Journal of Special Education , Volume 21 , Issue 1 , January 1997 , pp. 36 - 44
Copyright
Copyright © The Australian Association of Special Education 1997

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