Transitioning from Special Schools or Settings into Inclusive Schools: Expectations and Realities for Students with Complex Needs

Abstract

With the move toward a more inclusive educational system across most jurisdictions, the expectation is that students with the most complex needs who have previously attended special schools, will gradually transition into inclusive schools. This expectation raises issues regarding the practicality of this move and the capacity of inclusive schools in being able to provide appropriate support and curriculum for these learners. Examples of transition programs across different countries are discussed to establish the most effective processes, support structures, and initiatives that have been employed to facilitate this transfer. The role of collaboration between schools and a review of support models that are provided for learners with high support needs in inclusive settings are discussed. Compared to the expectations for this move, and to understand the reality of it, perceptions of teachers, parents, and students are considered.

Citation

Forlin, C. and Deppeler, J. (2022), "Transitioning from Special Schools or Settings into Inclusive Schools: Expectations and Realities for Students with Complex Needs", Scorgie, K. and Forlin, C. (Ed.) Transition Programs for Children and Youth with Diverse Needs (International Perspectives on Inclusive Education, Vol. 18), Emerald Publishing Limited, Leeds, pp. 77-90. https://doi.org/10.1108/S1479-363620220000018007