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“It Doesn’t Just Happen”: Transforming Schools for Effective Transition

Michelle Ralston (University of Newcastle, Australia)
Kerry Dally (University of Newcastle, Australia)

Transition Programs for Children and Youth with Diverse Needs

ISBN: 978-1-80117-102-1, eISBN: 978-1-80117-101-4

Publication date: 17 January 2022

Abstract

Planning for transition to a new educational setting, such as changing grades or moving from primary to high school, is important for all students but particularly for those who may require additional support for their individual needs. Research shows that transition planning and implementation for students with disability are best supported through collaboration and information sharing among all stakeholders. In Australia, the Disability Standards for Education (DSE) (2005) mandate consultation between education providers, students with disability, and their carers as part of the process of enrollment so that reasonable adjustments to support a student's progress can be identified and implemented. This chapter reports on two innovative approaches to the organization of transition and support systems for students with disability. The findings reveal that effective transition “doesn't just happen” and that school leaders need to establish effective mechanisms for consultation and collaboration.

Keywords

Citation

Ralston, M. and Dally, K. (2022), "“It Doesn’t Just Happen”: Transforming Schools for Effective Transition", 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. 91-107. https://doi.org/10.1108/S1479-363620220000018008

Publisher

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Emerald Publishing Limited

Copyright © 2022 Michelle Ralston and Kerry Dally. Published under exclusive licence by Emerald Publishing Limited