Transition for pupils with special educational needs: implications for inclusion policy and practice
Moving from primary to post-primary school and moving from post-primary to further/higher education pose significant challenges to many young people. Both transitions force young people toward greater personal autonomy, self-awareness and ideally self-efficacy. For students with Special Educational...
Gespeichert in:
| Hauptverfasser: | , , , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Oxford ; Bern ; Berlin
Peter Lang
[2019]
|
| Zusammenfassung: | Moving from primary to post-primary school and moving from post-primary to further/higher education pose significant challenges to many young people. Both transitions force young people toward greater personal autonomy, self-awareness and ideally self-efficacy. For students with Special Educational Needs and/or Disabilities (SEND), these challenges are potentially greater, and continuity in, or access to new, support may be necessary to facilitate these transitions in a manner that gives all students equal opportunities for taking charge of their own lives, including their education. The existing empirical literature on the transitions of students with SEND at these levels is limited. This book reviews the conceptual, policy and research evidence on young people’s experiences of these transitions. The book also reports on new research conducted with young people with SEND and relevant stakeholders (including parents, educational professionals and voluntary agencies) involved in these transitions in Ireland. In so doing, the book provides a framework of evidence-based practice that can enable schools and professionals to develop effective and inclusive transition policies and programmes Yvonne Barnes-Holmes and Geraldine Scanlon: The UK and Irish Policy Contexts of the Education of Students with SEND and the Transition of Students with and without SEND from Primary to Post-primary School - Geraldine Scanlon: Pupil Experiences: Moving from Primary to Post-primary School in Ireland - Yvonne Barnes-Holmes: The Role and Impact of Parents during Transition from Primary to Post-primary School - Michael Shevlin: Making the Move: Smoothing the Path to Post-primary Education - Conor McGuckin: Transitions through the Education System: From Primary School to Higher Education: The Role of the Professional - Geraldine Scanlon and Yvonne Barnes-Holmes: The International Policy and Research Context of Transition from Post-primary School to Third-level Education for Students with SEND - Geraldine Scanlon: Moving to Further and Higher Education (FE/HE) in Ireland: Student Experiences - Geraldine Scanlon and Yvonne Barnes-Holmes: Transition Practices and Programmes in the UK and Ireland: Implications for Developing Practice and Policy in Schools - Bibliography |
| Beschreibung: | viii, 214 Seiten Illustrationen |
| ISBN: | 9781787079717 |
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| 520 | 3 | |a Moving from primary to post-primary school and moving from post-primary to further/higher education pose significant challenges to many young people. Both transitions force young people toward greater personal autonomy, self-awareness and ideally self-efficacy. For students with Special Educational Needs and/or Disabilities (SEND), these challenges are potentially greater, and continuity in, or access to new, support may be necessary to facilitate these transitions in a manner that gives all students equal opportunities for taking charge of their own lives, including their education. The existing empirical literature on the transitions of students with SEND at these levels is limited. This book reviews the conceptual, policy and research evidence on young people’s experiences of these transitions. The book also reports on new research conducted with young people with SEND and relevant stakeholders (including parents, educational professionals and voluntary agencies) involved in these transitions in Ireland. In so doing, the book provides a framework of evidence-based practice that can enable schools and professionals to develop effective and inclusive transition policies and programmes | |
| 520 | 3 | |a Yvonne Barnes-Holmes and Geraldine Scanlon: The UK and Irish Policy Contexts of the Education of Students with SEND and the Transition of Students with and without SEND from Primary to Post-primary School - Geraldine Scanlon: Pupil Experiences: Moving from Primary to Post-primary School in Ireland - Yvonne Barnes-Holmes: The Role and Impact of Parents during Transition from Primary to Post-primary School - Michael Shevlin: Making the Move: Smoothing the Path to Post-primary Education - Conor McGuckin: Transitions through the Education System: From Primary School to Higher Education: The Role of the Professional - Geraldine Scanlon and Yvonne Barnes-Holmes: The International Policy and Research Context of Transition from Post-primary School to Third-level Education for Students with SEND - Geraldine Scanlon: Moving to Further and Higher Education (FE/HE) in Ireland: Student Experiences - Geraldine Scanlon and Yvonne Barnes-Holmes: Transition Practices and Programmes in the UK and Ireland: Implications for Developing Practice and Policy in Schools - Bibliography | |
| 700 | 1 | |a Barnes-Holmes, Yvonne |e Verfasser |4 aut | |
| 700 | 1 | |a Shevlin, Michael |e Verfasser |4 aut | |
| 700 | 1 | |a Mc Guckin, Conor |e Verfasser |0 (DE-588)1081928751 |4 aut | |
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| 776 | 0 | 8 | |i Erscheint auch als |n Online-Ausgabe |z 978-1-78707-971-7 |
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Datensatz im Suchindex
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| author | Scanlon, Geraldine Barnes-Holmes, Yvonne Shevlin, Michael Mc Guckin, Conor |
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| id | DE-604.BV046228216 |
| illustrated | Illustrated |
| indexdate | 2024-07-10T08:38:54Z |
| institution | BVB |
| isbn | 9781787079717 |
| language | English |
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| physical | viii, 214 Seiten Illustrationen |
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| spelling | Scanlon, Geraldine Verfasser (DE-588)1197271406 aut Transition for pupils with special educational needs implications for inclusion policy and practice Geraldine Scanlon, Yvonne Barnes-Holmes, Michael Shevlin and Conor McGuckin Oxford ; Bern ; Berlin Peter Lang [2019] viii, 214 Seiten Illustrationen txt rdacontent n rdamedia nc rdacarrier Moving from primary to post-primary school and moving from post-primary to further/higher education pose significant challenges to many young people. Both transitions force young people toward greater personal autonomy, self-awareness and ideally self-efficacy. For students with Special Educational Needs and/or Disabilities (SEND), these challenges are potentially greater, and continuity in, or access to new, support may be necessary to facilitate these transitions in a manner that gives all students equal opportunities for taking charge of their own lives, including their education. The existing empirical literature on the transitions of students with SEND at these levels is limited. This book reviews the conceptual, policy and research evidence on young people’s experiences of these transitions. The book also reports on new research conducted with young people with SEND and relevant stakeholders (including parents, educational professionals and voluntary agencies) involved in these transitions in Ireland. In so doing, the book provides a framework of evidence-based practice that can enable schools and professionals to develop effective and inclusive transition policies and programmes Yvonne Barnes-Holmes and Geraldine Scanlon: The UK and Irish Policy Contexts of the Education of Students with SEND and the Transition of Students with and without SEND from Primary to Post-primary School - Geraldine Scanlon: Pupil Experiences: Moving from Primary to Post-primary School in Ireland - Yvonne Barnes-Holmes: The Role and Impact of Parents during Transition from Primary to Post-primary School - Michael Shevlin: Making the Move: Smoothing the Path to Post-primary Education - Conor McGuckin: Transitions through the Education System: From Primary School to Higher Education: The Role of the Professional - Geraldine Scanlon and Yvonne Barnes-Holmes: The International Policy and Research Context of Transition from Post-primary School to Third-level Education for Students with SEND - Geraldine Scanlon: Moving to Further and Higher Education (FE/HE) in Ireland: Student Experiences - Geraldine Scanlon and Yvonne Barnes-Holmes: Transition Practices and Programmes in the UK and Ireland: Implications for Developing Practice and Policy in Schools - Bibliography Barnes-Holmes, Yvonne Verfasser aut Shevlin, Michael Verfasser aut Mc Guckin, Conor Verfasser (DE-588)1081928751 aut 9783034318730 Available in another form 9783034318730 Erscheint auch als Online-Ausgabe 978-1-78707-971-7 |
| spellingShingle | Scanlon, Geraldine Barnes-Holmes, Yvonne Shevlin, Michael Mc Guckin, Conor Transition for pupils with special educational needs implications for inclusion policy and practice |
| title | Transition for pupils with special educational needs implications for inclusion policy and practice |
| title_auth | Transition for pupils with special educational needs implications for inclusion policy and practice |
| title_exact_search | Transition for pupils with special educational needs implications for inclusion policy and practice |
| title_full | Transition for pupils with special educational needs implications for inclusion policy and practice Geraldine Scanlon, Yvonne Barnes-Holmes, Michael Shevlin and Conor McGuckin |
| title_fullStr | Transition for pupils with special educational needs implications for inclusion policy and practice Geraldine Scanlon, Yvonne Barnes-Holmes, Michael Shevlin and Conor McGuckin |
| title_full_unstemmed | Transition for pupils with special educational needs implications for inclusion policy and practice Geraldine Scanlon, Yvonne Barnes-Holmes, Michael Shevlin and Conor McGuckin |
| title_short | Transition for pupils with special educational needs |
| title_sort | transition for pupils with special educational needs implications for inclusion policy and practice |
| title_sub | implications for inclusion policy and practice |
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