An analysis of issues relating to the transition of special needs students from middle school to high school classroom settings.
Written in 2007; 12,184 words; 21 sources; MLA; $ 235.95
Paper Summary:
This paper discusses the issues that exist for special needs students that are transitioning from a program of instruction specifically designed for them in a middle school setting, to a more inclusive regular classroom in a high school setting. The paper identifies and discusses a number of viable approaches to helping special needs students successfully transition between these classroom environments. It also describes some of the implications of the transition for high school teachers, parents and students.
Table of Contents:
Abstract
Chapter 1: Review of Related Literature
Background and Overview
Specific Problems Related to Inclusion of Special Needs Students in Regular Education Classrooms
Dimensions of Special Needs
Chapter 2: Methods, Results, Discussion
Relevant Inclusion Studies and Findings
Chapter 3: Conclusions and Implications
From the Paper:
"The increased participation by parents of children with special needs in the development and implementation of educational and treatment programs in recent years, though, have created opportunities for collaborative contacts among the involved professionals and the parents. According to Fine and Gardner, "Professionals can assume a collaborative consultation orientation that can serve to empower parents who in turn are likely to remain lifelong support systems for their children" (1994, p. 283). There are other steps that secondary school teachers can take to help their middle school students with special needs make the transition to a high school setting as well, but all of the successful initiatives were shown to be based on a careful assessment of the unique environment in which these services were delivered as well as the unique needs of special education students with varying levels of disabilities."
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