Any major change in the environment into which an individual moves represents a significant developmental challenge. The success of the transition depends on the characteristics of the new environment, the individual’s readiness, and the support they receive during the integration process. Transitions within education and training are particularly important, as they are both the most structured and the most thoroughly researched. Every transition in the educational or career path requires the individual to adapt to new academic and social demands, as well as to changed roles and relationships among various stakeholders. Many children and adolescents therefore require additional support from professionals or others during transitions. In this context, children and adolescents with special needs (SN) face even greater challenges during transitions and, consequently, have a greater need for systematic support. Regardless of the level of transition, support in both academic and social areas is crucial for a successful transition, and activities that strengthen self-advocacy and metacognitive skills in children and adolescents are also important. Such support should be planned and coordinated within a transition plan that involves the individual and takes their needs into account.
As part of this master’s thesis, we examined the experiences of students with special educational needs regarding support during the transition from primary to secondary school provided by professionals at both levels, as well as support during the transition from secondary school to higher education or employment provided by professionals at the secondary school level. We collected data through a questionnaire completed by 52 students with SEN and further explored the findings through interviews with six students with SEN. The research results showed that, regardless of the level of support, most students participated in activities that, according to the literature, support the transition. Similarly, most students, regardless of their transition level, reported that the activities were helpful, indicating the perceived effectiveness of the support. Finally, most students expressed satisfaction with the support they received. We also examined differences based on gender, grade level, high school programme, and type of disability (visible or invisible). The survey results revealed differences primarily in the availability of support based on gender and grade level. Female students participated in certain support activities to a lesser extent than male students. First-year students also received more support than students in higher grades.
In conclusion, we find that most students with special educational needs did not have a transition plan, although they were satisfied with the support provided, regardless of whether a transition plan existed. This suggests that support is often given in practice even without a formally developed transition plan. Based on the study’s findings, we conclude that support for the transition from primary to secondary school, and from secondary school to higher education or employment, is generally of high quality. However, important questions remain regarding its equitable accessibility for all students with special educational needs, the continuity of support throughout the entire secondary school period, and the potential for further quality improvement through more systematic planning and implementation of transition plans.
|
