Volume 18 of International Perspectives on Inclusive Education offers multiple international perspectives on transitions for children and youth with diverse backgrounds and special needs. Transition approaches are viewed from early childhood through to post-secondary and into workplace settings using a unique convergence of integrating research and practice in schools, workplaces, organizations, and communities. Effective evidence-based programs, interventions, and strategies are also incorporated throughout, with a strong emphasis on collaborative partnerships underpinning all aspects of transition.
This research is predicated on the assumption that inclusion in academic, social, vocational, and other contexts incorporates all stakeholders. Providing a focus on meaningful involvement and participation in communities and activities of choice, that secure benefits for all, the chapter authors examine both innovative evidence-based practices that facilitate transition, and potential barriers, supplemented by informative case studies. In addition to providing knowledge and skill training for establishing effective transitions, this volume views programs, attitudes, expectations, and perceptions, in relation to what it means to be accorded welcome into a particular setting.
Volume 18 of International Perspectives on Inclusive Education offers multiple international perspectives on transitions for children and youth with diverse backgrounds and special needs. Transition approaches are viewed from early childhood through to post-secondary and into workplace settings using a unique convergence of integrating research and practice in schools, workplaces, organizations, and communities. Effective evidence-based programs, interventions, and strategies are also incorporated throughout, with a strong emphasis on collaborative partnerships underpinning all aspects of transition.
This research is predicated on the assumption that inclusion in academic, social, vocational, and other contexts incorporates all stakeholders. Providing a focus on meaningful involvement and participation in communities and activities of choice, that secure benefits for all, the chapter authors examine both innovative evidence-based practices that facilitate transition, and potential barriers, supplemented by informative case studies. In addition to providing knowledge and skill training for establishing effective transitions, this volume views programs, attitudes, expectations, and perceptions, in relation to what it means to be accorded welcome into a particular setting.
Section 1. Transitions To and Through Schooling for Ece /
Primary / Elementary
Chapter 1. Exhausted, Scared, Anxious, Stressed, Frustrated, Sad;
But Hopeful: Transitioning Two Boys with Autism from Home to
School; Emma Barrett
Chapter 2. The ‘Now What Dilemma’: An Emirati Perspective on Issues
Related to Transition of Learners with SEND from Early Care to
Primary Education; Rawhi Abdat and Eman Gaad
Chapter 3. Framing the Foundations: A Practice Model for Teaching
Children on The Autism Spectrum In Early Years Classrooms; Wendi
Beamish and Annalise Taylor
Chapter 4. The Experiences of First-Generation Learners During
Transition from a Government School to a Private Inclusive School
in a Tribal Region of Maharashtra, India; Ratika Malkani and
Richard Rose
Section 2. Transitions To and Through Schooling for Secondary
Chapter 5. A Journey to Belonging: Transitioning through School
with Autism; Annetta Galer
Chapter 6. Transition from Primary to Secondary School: A
Collaborative Intervention Between Six South African Schools
Situated in Socio-Economically Challenged Contexts; Ansie Elizabeth
Kitching, Robert Tubb Carstens, and Petra Engelbrecht
Chapter 7. Transitioning from Special Schools or Settings into
Inclusive Schools: Expectations and Realities for Students with
Complex Needs; Chris Forlin and Jo Deppeler
Chapter 8. ‘It Doesn’t Just Happen’: Transforming Schools for
Effective Transition; Michelle Ralston and Kerry Dally
Chapter 9. Genuine Engagement with Children: A Principal’s
Reflection on Creating a Learning Environment Where Equity is
Upheld, and Diversity Embraced; Simon Reid
Section 3: Transition To Post-Secondary Education And Vocational
Opportunities
Chapter 10. Career Interventions with an Inclusive Perspective for
Individuals with Disabilities and Vulnerabilities; M. Cristina
Ginevra, Sara Santilli, Ilaria Di Maggio, and Laura Nota
Chapter 11. Falling Between Two Stools? Post-Secondary Transition
Planning for Students with Intellectual Disabilities in the
Republic of Ireland; Joanne Banks, Des Aston, and Michael
Shevlin
Chapter 12. Preparing Students to Transition to Employment: Teacher
Perspectives and Student Outcomes of the California Workability 1
Program; Tamai Johnson
Chapter 13. The Regional Learning Collaborative: Supporting
Successful Transitions to and Through College for All Students;
Nazanin Zargarpour and Susan R. Warren
Chapter 14. Transitioning Dreams to Reality: Inclusive
Post-Secondary Education at Concordia University of Edmonton;
Barbara Van Ingen, Brent Bradford, Patricia Bowman, Bruce Uditsky,
Jaime Skidmore, and Sarah Pereira
Section 4: Collaborative Programs, Partnerships and Resources for
Transition
Chapter 15. Circles: A Three-Team Interagency Collaboration
Approach to Support Successful Transitions for Students with
Disabilities; Stephen M. Kwiatek, Valerie L. Mazzotti, Jared. H.
Stewart-Ginsburg, and Janie N. Vicchio
Chapter 16. Advancing School to Work Transition Programs for
Students with Disabilities In Indonesian Special Schools; Nur
Azizah
Chapter 17. Barriers to Community Re-Entry For Incarcerated Youth:
Stakeholders’ Perspectives in Australia and the United States; Iva
Strnadová, Heather Griller Clark, Sue C. O’neill, Therese M.
Cumming, Sarup R. Mathur, Timothy C. Wells, and Joanne Danker
Chapter 18. Libraries as Social Agencies and Transition Points:
Serving Diverse Populations; Maria Pacino
Chapter 19. Collaborative Partnerships and Strategies to Promote
Effective Transitions and Support for Students with Disability: The
Role of Parent Groups in Malawi; Msenga Anyelwisye Mulungu
Kate Scorgie is retired Professor, School of Education, Azusa Pacific University. Her research interests have included families of children with disabilities and disclosure and equity accommodation for persons with disability transitioning to postsecondary settings.
Chris Forlin is an international education consultant, Adjunct Professor at the University of Notre Dame Australia, and series editor for Emerald Publishing for ‘International Perspectives on Inclusive Education’. Her extensive research focuses on inclusive education, diversity, and equity, especially across the Asia Pacific region.
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