Adolescents With and Without LD Make the Transition to Middle School

Forgan, James W.; Vaughn, Sharon

doi:10.1177/002221940003300107

Cited by 31 publications

(43 citation statements)

References 33 publications

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“…This finding was in line with a number of previous studies [35,58,74,75]. The reduced AC in the disability subgroup could be explained by the negative social comparison processes (referred to as the Big-fish-little-pond effect, (BFLPE) [76].…”

Section: Discussionsupporting

confidence: 91%

- Adolescent Health-Risk Behavior and Community Disorder

2015

Adolescent Mental Health

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Students negotiate the transition to secondary school in different ways. While some thrive on the opportunity, others are challenged. A prospective longitudinal design was used to determine the contribution of personal background and school contextual factors on academic competence (AC) and mental health functioning (MHF) of 266 students, 6-months before and after the transition to secondary school. Data from 197 typically developing students and 69 students with a disability were analysed using hierarchical linear regression modelling. Both in primary and secondary school, students with a disability and from socially disadvantaged backgrounds gained poorer scores for AC and MHF than their typically developing and more affluent counterparts. Students who attended independent and mid-range sized primary schools had the highest concurrent AC. Those from independent primary schools had the lowest MHF. The primary school organisational model significantly influenced post-transition AC scores; with students from Kindergarten -Year 7 schools reporting the lowest scores, while those from the Kindergarten -Year 12 structure without middle school having the highest scores. Attending a school which used the Kindergarten -Year 12 with middle school structure was associated with a reduction in AC scores across the transition. Personal background factors accounted for the majority of the variability in post-transition AC and MHF. The contribution of school contextual factors was relatively minor. There is a potential opportunity for schools to provide support to disadvantaged students before the transition to secondary school, as they continue to be at a disadvantage after the transition.

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Section: Discussionsupporting

confidence: 91%

- Adolescent Health-Risk Behavior and Community Disorder

2015

Adolescent Mental Health

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“…They also found that students indicated that they were enjoying more freedom and had greater access to extracurricular activities, although the rate of participation by students with special needs in these activities was lower. Similarly, Forgan and Vaughn (2000) found that there were no differences in the manner in which both groups of students viewed the move to secondary school and cited greater independence, changing classes, and meeting new friends as advantages of secondary school. In addition, both groups of students also cited similar reasons for disliking secondary school.…”

Section: Students With Special Needsmentioning

confidence: 95%

“…This inclusion involves both primary and secondary settings. Students who transition between the two settings will experience similar issues as students without disabilities (Forgan & Vaughn, 2000), but for many this time is even more traumatic (Jindal-Snape, Douglas, Topping, Kerr, & Smith, 2006;Nash & Henderson, 2010). Alongside the increased inclusion of students with special needs, technology is being used to a greater extent to support these students (Phelps, Graham, & Watts, 2011).…”

Section: Introductionmentioning

confidence: 99%

Development of a Mobile-Optimised Website to Support Students With Special Needs Transitioning From Primary to Secondary Settings

Chambers

Coffey

2013

Australas. j. spec. educ.

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With an increasing number of students with special needs being included in regular classroom environments, consideration of, and planning for, a smooth transition between different school settings is important for parents, classroom teachers and school administrators. The transition between primary and secondary school can be difficult for students with special needs, particularly in the areas of organisation and social interaction. Technology can be used to assist students to make this transition more effectively and may work to minimise any difficulties involved in the transition. In this article the authors describe transition considerations, and technology use for students with special needs and how technology may be used to address transition issues. The authors conclude by detailing the initial development process of a mobile-optimised website to support students with special needs who are transitioning from a primary to secondary environment in an Australian context. Future directions for the use of the website are explored.

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“…Forgan and Vaughn 2000;Maunsell, Barrett, and Candon 2007). This heterogeneous group show susceptibility to low academic attainment, low self-esteem, problem behaviour and social deficits (Maras and Aveling 2006), risk factors associated with increased transition stress and anxiety (West, Sweeting, and Young 2008).…”

Section: Pupils With Senmentioning

confidence: 99%