TITLE

Transition from Primary to Post-Primary School: Issues for Students with Special Educational Needs

AUTHOR(S)
McCauley, Eamonn
PUB. DATE
June 2009
SOURCE
Reach;Jun2009, Vol. 23 Issue 1, p32
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
In this, the first of two articles on transition, the author looks at some of the literature on transition from primary to post-primary school and identifies a range of issues that emerge for students with special educational needs (SEN). He argues that pupils with SEN are particularly susceptible to the discontinuities in organisation, curriculum, pedagogy and personal and social interaction that come into sharp relief during and immediately after transfer. The challenges created by these discontinuities are discussed and some possible consequences are noted in order to understand and respond to the increasingly diverse and complex needs of those transferring.
ACCESSION #
55823211

 

Related Articles

  • The Foxfire Pedagogy: A Confluence of Best Practices for Special Education. Ensminger, E. Eugene; Dangel, Harry L. // Focus on Exceptional Children;Mar1992, Vol. 24 Issue 7, p1 

    The article reports on the high dropout rates for students with learning disabilities in the U.S. Follow-up studies were recently conducted on students with learning disabilities and other mild disabilities. The studies provided evidence that instructional programs designed for these children...

  • Concepts in Special Education. Reger, Roger // Education;Feb1967, Vol. 87 Issue 6, p328 

    The article formulates a theoretical basis for special education in the United States. It suggests that all children experiencing inability to meet the demands of the standard school curriculum be considered educationally handicapped. The concept of educational handicap is one attempt to provide...

  • Developing a Policy for Special Educational Needs in Mainstream Primary Schools. Sharkey, Maura // Reach;Jun2000, Vol. 14 Issue 1, p12 

    As the integration of pupils with special educational needs is now commonplace in Irish primary schools, many school staffs are rethinking and reformulating whole school policy on special educational needs in light of experience. What factors influence their deliberations? What in-school issues...

  • Comprehensive Curricula for Integrating Severely Disabled and Nondisabled Students. Noonan, Mary Jo; Hemphill, Norma Jean // Focus on Exceptional Children;Dec1984, Vol. 17 Issue 4, p1 

    The article proposes a design of the curriculum aimed at integrating severely and nondisabled students. Full integration of severely disabled and nondisabled students requires community support. Participation by parents is one way to address integration in the community. To be effective,...

  • Including Students With Disabilities in a Foreign Language Class. Duvall, Emily D. // Teaching Exceptional Children;Jul/Aug2006, Vol. 38 Issue 6, p42 

    The article focuses on the inclusion of students with disabilities in a foreign language class in the U.S. The national foreign language standards support a communicative language approach to teaching and developing a rich multidisciplinary content-based curriculum. These standards have moved...

  • Integrated Content Enhancement Routines: Responding to the Needs of Adolescents With Disabilities in Rigorous Inclusive Secondary Content Classes. Bulgren, Janis A. // Teaching Exceptional Children;Jul/Aug2006, Vol. 38 Issue 6, p54 

    The article investigates novel methods of improving educational outcomes for adolescents with disabilities by researchers in the U.S. Propositions were made regarding the use of an integrated set of content enhancement routines in educating special needs students. In this study, the researchers...

  • A Framework for Building Capacity for Responsiveness to Intervention. Fuchs, Lynn S.; Fuchs, Douglas // School Psychology Review;2006, Vol. 35 Issue 4, p621 

    Within the context of a multilayered prevention system, responsiveness to intervention (RTI) integrates increasingly intensive instruction and, at each layer, employs assessment to identify students who are inadequately responsive and who therefore require intervention at the next, more...

  • Using High and Low Technology to Help Our Students. Peck, Alec F.; Scarpati, Stan // Teaching Exceptional Children;Jul/Aug2006, Vol. 38 Issue 6, p4 

    The article focuses on the use of technology to educate children with exceptional needs in the U.S. Indications showed that many educators are becoming more comfortable with the use of technology in schools. As the availability of technology increases, substantial efforts to develop and use...

  • Nutrition and Fitness Curriculum: Designing Instructional Interventions for Children With Developmental Disabilities. Simpson, Cynthia G.; Swicegood, Philip R.; Gaus, Mark D. // Teaching Exceptional Children;Jul/Aug2006, Vol. 38 Issue 6, p50 

    The article reports on suggestions for the design of instructional intervention in nutrition and fitness curriculum for children with developmental disabilities in the U.S. The prevalence of childhood obesity and the risk factors associated with the disease have placed the nation in a crisis...

Share

Read the Article

Courtesy of THE LIBRARY OF VIRGINIA

Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics