Across the Divide: Facilitating the Transition of Students with Intellectual Disability to Secondary School

Abstract

Parents and carers of students with intellectual disabilities enrolled in Support Classes are frequently disappointed with the level of inclusion of their children in secondary school. What are the differences between the primary and the secondary sectors that result in these concerns? This article reports on an action research project that explored the concerns of the major stakeholders engaged in the transition from primary to secondary school of students with intellectual disabilities. Taped interviews in response to structured questionnaires were conducted with parents/carers of students with intellectual disabilities, special education teachers, mainstream teachers, and principals from both primary and secondary schools in a rural community. The results of this investigation highlight the need for more emphasis to be given to the communication needs of parents and carers group and the development of a greater understanding of their concerns during their children's period of transition from primary to secondary school. Issues related to facilitating a smoother transition for students with intellectual disabilities and their families are discussed and implications for practice are also suggested.