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...

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Bibliographic Details
Main Authors Shevlin, Michael (Author), McGuckin, Conor (Author), Scanlon, Geraldine (Author), Barnes-Holmes, Yvonne (Author)
Format Electronic eBook
LanguageEnglish
Published Oxford Peter Lang Ltd, International Academic Publishers 2019
Edition1st, New ed.
Subjects
integrovaná výchova a vzdělávání
děti se zdravotním postižením
sociálně ohrožené skupiny
speciální pedagogika
integrated education
children with disabilities
people with social disabilities
special education
elektronické knihy
electronic books
Online AccessPlný text

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Summary: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.
Physical Description:1 online zdroj (224 stran) 6 ill.
Bibliography:Obsahuje bibliografii a rejstřík
ISBN:9781787079717
Access:Plný text je dostupný pouze z IP adres počítačů Univerzity Tomáše Bati ve Zlíně nebo vzdáleným přístupem pro zaměstnance a studenty

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