Transition for Pupils with Special Educational Needs; Implications for Inclusion Policy and Practice - Tapa blanda

Moving from primary to post-primary school and moving from post-primary to further/higher education pose significant challenges to many young people. Both transitions force young people toward greater personal autonomy, self-awareness and ideally self-efficacy. For students with Special Educational Needs and/or Disabilities (SEND), these challenges are potentially greater, and continuity in, or access to new, support may be necessary to facilitate these transitions in a manner that gives all students equal opportunities for taking charge of their own lives, including their education. The existing empirical literature on the transitions of students with SEND at these levels is limited. This book reviews the conceptual, policy and research evidence on young people's experiences of these transitions. The book also reports on new research conducted with young people with SEND and relevant stakeholders (including parents, educational professionals and voluntary agencies) involved in these transitions in Ireland. In so doing, the book provides a framework of evidence-based practice that can enable schools and professionals to develop effective and inclusive transition policies and programmes.

Geraldine Scanlon is an Assistant Professor in Psychology and Education in the School of Human Development in the Institute of Education at Dublin City University Her research interests are underpinned by a human rights agenda which assumes that all individuals are entitled to have access to education and is embedded in facilitating the voice of children and vulnerable populations through research and innovation. She has published several journal articles, book chapters and commissioned reports Yvonne Barnes-Holmes is Associate Professor in Behaviour Analysis and a Senior Research Fellow at Ghent University Belgium. She has authored over 150 scientific articles, book chapters and books, and is Recognised World Trainer in Acceptance and Commitment Therapy (ACT). She has authored and/or presented over 400 professional presentations, addresses and workshops. Michael Shevlin is Professor in Inclusive Education in the School of Education, Trinity College Dublin. He is currently Director of the Trinity Centre for People with Intellectual Disabilities which offers an education programme leading to transition to employment for young people with intellectual disabilities. Michael was the joint recipient of the Trinity College Civic Engagement Award for 2019 based on his work in inclusive education Conor Mc Guckin, PhD, is Assistant Professor of Educational Psychology in the School of Education at Trinity College Dublin, Ireland. His research interests include: psychology applied to educational policy and practices, bully/victim problems among children and adults, and special and inclusive education. He is an Associate Fellow of both the British Psychological Society (BPS) and the Psychological Society of Ireland (PSI) and has published edited collections on cyberbullying.