| Summary: | Students with disabilities (SWD), compared to their non-disabled peers, are at a
higher risk for high school dropout and academic failure following the middle to high school
transition. The purpose of this study was to investigate teachers' understanding of the
elements associated with the middle to high school experience for SWD. Guided by
Bronfenbrenner's ecological systems theory, this study explored the following research
question: How do teachers make sense of their students' ecological transitions, inclusive
pedagogy, and stakeholder involvement and its impact on the social emotional and academic
development of students with disabilities transitioning from middle to high school? Using
case study methodology, interviews were conducted with five Boston special education
teachers who had experience in working with ninth grade SWD. The data analysis was conducted
in three phases: (1) categorical aggregation with key terms, (2) direct interpretation of
participants' experiences, and (3) categorical aggregation of key words in context. Research
findings revealed four key themes that provided more insight on the middle to high school
transition for SWD: the diverse learners, bridging the gap, educational stakeholder
collaboration, and caregiver involvement. The findings also revealed a general understanding
on meeting the needs of SWD and suggested participants' limited knowledge on students'
ecological systems and how it impacted the academic and social emotional development of
adolescent SWD. Future research in special education and the middle to high school
transition must consider how the implementation of inclusive practices in school visions and
professional practice through stakeholder collaboration can foster a community of continuity
and support for SWD during this critical period of transition.--Author's abstract
|
|---|
