Transition to Junior Secondary Schooling for Students with Learning Difficulties and Disabilities: A Study in Personalised Learning and Building Relational Agency in Schools

Abstract In this chapter, an overview is presented, related to complexities around transition to junior secondary schools for students who have experienced literacy difficulties in their primary school years. The personal and social consequences of ongoing literacy difficulties for those students is...

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Bibliographic Details
Published inInclusive Principles and Practices in Literacy Education Vol. 11; pp. 213 - 230
Main Author Keeffe, Mary
Format Book Chapter
LanguageEnglish
Published Emerald Publishing Limited 01.01.2017
Subjects
Education
Inclusion/exclusion in education
learning difficulties
social learning
learning disability
student autonomy
relational agency
learning difficulty
teacher advisor
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Summary:Abstract In this chapter, an overview is presented, related to complexities around transition to junior secondary schools for students who have experienced literacy difficulties in their primary school years. The personal and social consequences of ongoing literacy difficulties for those students is examined and the barriers to participation and engagement are identified. Then, current approaches to literacy teaching and learning in adolescence are considered, including specific references to personalised learning, strengths-based approaches differentiation and use of technology.
ISBN:9781787145900
1787145905
ISSN:1479-3636
DOI:10.1108/S1479-363620170000011014