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Primary to Post-Primary Transition for Students with Special Educational Needs from an Irish Context

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Title: Primary to Post-Primary Transition for Students with Special Educational Needs from an Irish Context
Language: English
Authors: Foley, Tom, Foley, Shane, Curtin, Alicia
Source: International Journal of Special Education. 2016 31(2).
Availability: International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationaljournalofspecialed.com
Peer Reviewed: Y
Page Count: 27
Publication Date: 2016
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Secondary Education
Descriptors: Special Education, Questionnaires, Semi Structured Interviews, Bullying, Anxiety, Comparative Analysis, Foreign Countries, Special Needs Students, Elementary School Students, Secondary School Students, Student Adjustment, Student Attitudes, Teacher Attitudes, Principals, Special Education Teachers, Administrator Attitudes, Educational Experience, Mixed Methods Research
Geographic Terms: Ireland
ISSN: 0827-3383
Abstract: This paper explores primary to post-primary transitions for students with Special Educational Needs (SEN) within mainstream schooling in an Irish context. A questionnaire was distributed to a cohort of sixth class students (n = 58) from four different primary schools in advance of their transfer and results were then compared with a similar cohort of first year students (n = 63) from two post-primary schools following the transfer. The perspectives of the key stakeholders involved in the transition process were gained through questionnaires (n = 10) and semi-structured interviews (n = 5). Findings indicate that while a minority of first-year students experience transition difficulties, students with SEN encounter greater obstacles during this crucial time of transfer with increased anxiety and are more vulnerable and prone to bullying than their typically developing peers. Schools should place greater emphasis on transitions involving those with SEN due to their increased vulnerability.
Abstractor: As Provided
Number of References: 42
Entry Date: 2016
Accession Number: EJ1111113
Database: ERIC
FullText Links:
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  Data: Primary to Post-Primary Transition for Students with Special Educational Needs from an Irish Context
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Special+Education%22"><i>International Journal of Special Education</i></searchLink>. 2016 31(2).
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  Data: International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationaljournalofspecialed.com
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Ireland%22">Ireland</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0827-3383
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This paper explores primary to post-primary transitions for students with Special Educational Needs (SEN) within mainstream schooling in an Irish context. A questionnaire was distributed to a cohort of sixth class students (n = 58) from four different primary schools in advance of their transfer and results were then compared with a similar cohort of first year students (n = 63) from two post-primary schools following the transfer. The perspectives of the key stakeholders involved in the transition process were gained through questionnaires (n = 10) and semi-structured interviews (n = 5). Findings indicate that while a minority of first-year students experience transition difficulties, students with SEN encounter greater obstacles during this crucial time of transfer with increased anxiety and are more vulnerable and prone to bullying than their typically developing peers. Schools should place greater emphasis on transitions involving those with SEN due to their increased vulnerability.
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  Data: EJ1111113
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 27
    Subjects:
      – SubjectFull: Special Education
        Type: general
      – SubjectFull: Questionnaires
        Type: general
      – SubjectFull: Semi Structured Interviews
        Type: general
      – SubjectFull: Bullying
        Type: general
      – SubjectFull: Anxiety
        Type: general
      – SubjectFull: Comparative Analysis
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Special Needs Students
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Secondary School Students
        Type: general
      – SubjectFull: Student Adjustment
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Principals
        Type: general
      – SubjectFull: Special Education Teachers
        Type: general
      – SubjectFull: Administrator Attitudes
        Type: general
      – SubjectFull: Educational Experience
        Type: general
      – SubjectFull: Mixed Methods Research
        Type: general
      – SubjectFull: Ireland
        Type: general
    Titles:
      – TitleFull: Primary to Post-Primary Transition for Students with Special Educational Needs from an Irish Context
        Type: main
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          Name:
            NameFull: Foley, Tom
      – PersonEntity:
          Name:
            NameFull: Foley, Shane
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            NameFull: Curtin, Alicia
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              Y: 2016
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              Value: 31
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