Current practices in schooling transitions of students with developmental disabilities

Rodríguez, Cathi Draper; Cumming, Therese M.; Strnadová, Iva

doi:10.1016/j.ijer.2017.02.006

Cited by 12 publications

(11 citation statements)

References 31 publications

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“…In this study, school staff wanted more professionals to help students and staff members cope with the transition, such as psychologists or social workers. Research has suggested that establishing a buddy system, having school visits prior to the move, and having events which only include the new students to the school can help in school-related transitions (Mutch et al, 2011; Pellegrini & Long, 2002; Rodriguez, Cumming, & Strnadová, 2017; Topping, 2011; Zeedyk et al, 2003). Some of these strategies were employed in the present school redesign.…”

Section: Resultsmentioning

confidence: 99%

Student and staff social dynamics and transitions during school redesign

Patel

Cummins

2019

Improving Schools

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This qualitative case study investigates student and school staff perceptions of transitions and changing social dynamics due to a temporary closure of an elementary school undergoing redesign in an inner-city neighbourhood in Toronto, Canada. Focus groups and interviews were conducted with 75 students (Kindergarten to Grade 8) and 28 staff who transitioned to two neighbouring schools during the school closure in 2011 and 2012. Students reported changes in their sense of belonging, incidents of bullying and violence, and student–student and student–teacher social dynamics during the transitional period. School staff also reported changing social dynamics among staff and students, the importance of strong leadership and teacher support during transitions and changes to school climate as a result of the transition. Suggestions and recommendations for future transitions associated with school redesign are discussed.

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Section: Resultsmentioning

confidence: 99%

Student and staff social dynamics and transitions during school redesign

Patel

Cummins

2019

Improving Schools

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“…A conclusion drawn from the results suggests that student's experiences of transitions were missing, unrecognised or limited at best. Previous studies have recommended that planning for transitions with active student involvement throughout the planning process is vital to strong transition practices (Cumming et al, 2020; Johnson et al, 2020; Rodriguez et al, 2017).…”

Section: Discussionmentioning

confidence: 99%

“…pre‐school to primary school, between year levels, primary to secondary, secondary to post‐school). The experiences of individual students are varied (Rodriguez et al, 2017) and involve a number of personnel (e.g. family, community agencies, peers).…”

Section: Literature Reviewmentioning

confidence: 99%

Voices of students with intellectual disabilities: Experiences of transition in “inclusive schools” in Indonesia

Andriana

Evans

2021

Brit J Learn Disabil

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Accessible summary ●This paper reports the experiences of primary school students with intellectual disabilities in Yogyakarta, Indonesia, during transitions within various contexts such as from “regular school” to “inclusive school,” from special class to regular class and from one year level to the next year level after experiencing year(s) of grade retention. ●Students with intellectual disabilities together with their typically developing peers were involved as co‐researchers using drawings and photographs to research their educational and social experiences and report their views. ●Educational transitions are rarely discussed or taken into account in the Indonesian context. ●The views of the students with intellectual disability in this study are a significant contribution to the development of meaningful inclusive education in the Indonesian context, which at this time continues to represent exclusionary practices or divisions between “regular children” and “inclusion children.” Abstract BackgroundWithin the emergence of inclusive education in Indonesia, transitions take on various forms impacting the educational and social lives of students. This paper reports the experiences of primary school students with intellectual disabilities during transitions in various contexts. MethodsAn initial period of research used arts‐informed methods to support the students to capture their journey in education. While the voice of students about inclusive education was captured through photographs, drawings and conversations, students were supported to undertake a personal research project. ResultsStudents shared a range of experiences and feelings in the interviews using the photographs and drawings as prompts. Some reported on being expelled from regular school as a result of failure to meet academic standards and transitioning to “inclusive school.” These “inclusive schools” moved the students from special to the regular classroom, and back, based on their academic performance. While students valued the opportunity of having more friends in the regular class, they voiced a preference for the special classroom for social interactions. Some students reported their experiences of being retained at year level for lack of progress in a rigid curriculum. Students expressed their conflicting emotions of sadness when retained, of happiness when promoted and despair at the level of learning support provided to “survive” in the higher year level. The students also provided insight into the identity of students with intellectual disabilities as impacted by transition experiences. ConclusionsTransitions, and barriers to transitions, come in varying forms, and students with disabilities contextualise and report them in different ways.

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“…Moreover, as Bergmark and Kostenius (2009) argue, listening to students' experiences and inviting active participation in the research process can lead to measurable advances in student improvement. The lack of active student involvement in transition planning for students with intellectual disability is a serious concern that has been recognised in previous research (Rodriguez, Cumming, and Strnadová 2017;Lightfoot and Bond 2013). The call for stronger student voice is also supported by Kohler's taxonomy of transition intervention services (Kohler and Field 2003).…”

Section: Introductionmentioning

confidence: 99%

The transition experiences of students with disabilities moving from primary to secondary schools in NSW, Australia

Pitt

Dixon

Vialle

2019

International Journal of Inclusive Education

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This paper investigates the transition experiences of students with intellectual disability, as they move from primary to secondary school in New South Wales, Australia. Employing a multiple case study approach, the authors investigated the transition from the perspective of the students experiencing it. During the study, ten students with mild to moderate intellectual disability participated in interviews and were observed in the school environment before and after they transitioned from primary school to secondary school. Results indicate that students with intellectual disability generally have a positive transition experience. Nevertheless, students commonly encounter a number of major challenges, including issues around managing school work and homework, and bullying. The study found several factors contribute to a successful transition. These include the provision of assistance to help students become familiar with and manage their physical environment, building positive relationships with teachers, and having extra support from special needs staff. The study suggests there are some simple and practical steps that schools can take to enhance outcomes for successful transition experiences.

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Current practices in schooling transitions of students with developmental disabilities

Cited by 12 publications

References 31 publications

Student and staff social dynamics and transitions during school redesign

Student and staff social dynamics and transitions during school redesign

Voices of students with intellectual disabilities: Experiences of transition in “inclusive schools” in Indonesia

The transition experiences of students with disabilities moving from primary to secondary schools in NSW, Australia

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