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 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.

Citation

Keeffe, M. (2017), "Transition to Junior Secondary Schooling for Students with Learning Difficulties and Disabilities: A Study in Personalised Learning and Building Relational Agency in Schools", Inclusive Principles and Practices in Literacy Education (International Perspectives on Inclusive Education, Vol. 11), Emerald Publishing Limited, Leeds, pp. 213-230. https://doi.org/10.1108/S1479-363620170000011014