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 Doesnt Just Happen: Transforming Schools for Effective
Transition; Michelle Ralston and Kerry Dally
Chapter
9. Genuine Engagement with Children: A Principals 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 Strnadovį,
Heather Griller Clark, Sue C. Oneill, 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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