 Practices to prepare students with disabilities for the transition to new educational settingsNorah Aldosiry, Abeer A. Alharbi and Reem Alrusaiyes Children and Youth Services Review, 2021, vol. 120, issue C 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. Keywords: Transition; Students with disabilities; Middle school; Elementary school; Transition practices; Inclusion; Saudi Arabia (search for similar items in EconPapers) Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:eee:cysrev:v:120:y:2021:i:c:s0190740920320806 DOI: 10.1016/j.childyouth.2020.105657 Access Statistics for this article Children and Youth Services Review is currently edited by Duncan Lindsey More articles in Children and Youth Services Review from Elsevier |
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