Transition to secondary school by children with special educational needs
type: CreativeWork
description: The last 40 years have witnessed huge changes in the educational experiences of children with Special Educational Needs (SEN), with increased emphasis on inclusive approaches to meeting their needs. This has been reflected in international agreements, also in UK Government legislation and reports during this period. Increasingly, pupils with SEN were educated in mainstream schools and so required to make a transition between schools at age 11. Successful transition from primary to secondary education is important for later wellbeing and attainment (West et al 2010). Pupils with SEN face increased demands as they move from spending most of the day with a single class teacher in their primary school to the organisational and relationship complexities of needing to work with several different adults during the week in the secondary setting. This research investigated the experiences of children with SEN statements as they made the potentially difficult transition from mainstream primary to mainstream secondary school. It explored those social, academic and personal organisation matters often mentioned by children as of concern to them at time of transition. A largely qualitative approach was adopted, exploring the views of children, parents and school staff about this process and the approaches taken by mainstream schools in an English Local Authority to facilitate the transition experience for the children involved. Evidence was collected through questionnaires and interviews, and analysed for purposes of this research with the use of vignettes. It was found that the children interviewed looked forward with a mixture of excitement and concern. Most optimism was expressed about the prospect of enhanced opportunities in sport, science and school lunch! There were three broad areas of concern; social concerns ranging from making new friendships to fear of bullying; academic concerns relating to the anticipated increased amount/complexity of the work and decreased support…
abstract: The last 40 years have witnessed huge changes in the educational experiences of children with Special Educational Needs (SEN), with increased emphasis on inclusive approaches to meeting their needs. This has been reflected in international agreements, also in UK Government legislation and reports during this period. Increasingly, pupils with SEN were educated in mainstream schools and so required to make a transition between schools at age 11. Successful transition from primary to secondary education is important for later wellbeing and attainment (West et al 2010). Pupils with SEN face increased demands as they move from spending most of the day with a single class teacher in their primary school to the organisational and relationship complexities of needing to work with several different adults during the week in the secondary setting. This research investigated the experiences of children with SEN statements as they made the potentially difficult transition from mainstream primary to mainstream secondary school. It explored those social, academic and personal organisation matters often mentioned by children as of concern to them at time of transition. A largely qualitative approach was adopted, exploring the views of children, parents and school staff about this process and the approaches taken by mainstream schools in an English Local Authority to facilitate the transition experience for the children involved. Evidence was collected through questionnaires and interviews, and analysed for purposes of this research with the use of vignettes. It was found that the children interviewed looked forward with a mixture of excitement and concern. Most optimism was expressed about the prospect of enhanced opportunities in sport, science and school lunch! There were three broad areas of concern; social concerns ranging from making new friendships to fear of bullying; academic concerns relating to the anticipated increased amount/complexity of the work and decreased support…
author: Ellender, Philip James
language: eng
date published: 2014
date modified: 2026-07-24T03:26:46Z
provider: University of Northampton
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: University of Northampton