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Practices to prepare students with disabilities for the transition to new educational settings

Author

Listed:
  • Aldosiry, Norah
  • Alharbi, Abeer A.
  • Alrusaiyes, Reem

Abstract

The transition from primary and middle schools to higher levels for students with disabilities can be challenging. In this study, current transition practices in schools in Saudi Arabia (n = 144) were examined using a survey of the degree of implementation of 20 practices. The results revealed that few schools fully implement effective transition practices. The most-implemented practices involved the exchange of information, including a student’s educational records, results of assessment tests, and needed services and supports. Arranging a buddy or mentor, developing maps or information packs of the next setting, school visits, and class participation opportunities were implemented less often. Results also showed that transition practices were implemented more commonly in middle schools and schools with partial inclusion programs compared with primary schools or schools with full inclusion programs. Overall results indicated that implementation of effective methods of enhancing the transition process was typically poor.

Suggested Citation

  • Aldosiry, Norah & Alharbi, Abeer A. & Alrusaiyes, Reem, 2021. "Practices to prepare students with disabilities for the transition to new educational settings," Children and Youth Services Review, Elsevier, vol. 120(C).
    • Handle: RePEc:eee:cysrev:v:120:y:2021:i:c:s0190740920320806
    DOI: 10.1016/j.childyouth.2020.105657
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    1. Oriol, Xavier & Torres, Javier & Miranda, Rafael & Bilbao, Marian & Ortúzar, Harry, 2017. "Comparing family, friends and satisfaction with school experience as predictors of SWB in children who have and have not made the transition to middle school in different countries," Children and Youth Services Review, Elsevier, vol. 80(C), pages 149-156.
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    3. Anat Shoshani & Michelle Slone, 2013. "Middle School Transition from the Strengths Perspective: Young Adolescents’ Character Strengths, Subjective Well-Being, and School Adjustment," Journal of Happiness Studies, Springer, vol. 14(4), pages 1163-1181, August.
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