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Students with Disabilities Transitioning from Elementary to Middle School : = A Qualitative Study.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Students with Disabilities Transitioning from Elementary to Middle School :/
Reminder of title:	A Qualitative Study.
Author:	James, Damita.
Description:	1 online resource (129 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.
Contained By:	Dissertation Abstracts International79-11A(E).
Subject:	Special education. -
Online resource:	click for full text (PQDT)
ISBN:	9780438124110

Students with Disabilities Transitioning from Elementary to Middle School : = A Qualitative Study.
James, Damita.

Students with Disabilities Transitioning from Elementary to Middle School :A Qualitative Study. - 1 online resource (129 pages)

Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.

Thesis (Ph.D.)--Capella University, 2018.

Includes bibliographical references

The purpose of this basic qualitative study was to explore and discover the transition practices of special education leaders who work with students with disabilities (SWD) during the elementary to middle school transitional period. The transitional year between elementary and middle school has been described as difficult due to many reasons. The connection between the level of difficulties experienced by the students and the processes special education leaders implemented provided a gap in the current literature. Semistructured interviews were conducted to identify the tools and strategies special education leaders used to transition SWD from elementary to middle school. The findings of this study are limited to parts of Georgia and may not be transferable for special educators in other states. However, three main tools were implemented to help students during the transitional period. The use of the Active Student Participation Inspires Real Engagement (ASPIRE) program provided insight into the needs of the students. Visits to the middle school and understandings of the programs and available resources contributed to the transition process. Tools and strategies were found that could be useful when working with SWD during the transitional period of elementary to middle school.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780438124110Subjects--Topical Terms:

567627
Special education.
Index Terms--Genre/Form:

554714
Electronic books.

Students with Disabilities Transitioning from Elementary to Middle School : = A Qualitative Study.
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500 $a Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.
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504 $a Includes bibliographical references
520 $a The purpose of this basic qualitative study was to explore and discover the transition practices of special education leaders who work with students with disabilities (SWD) during the elementary to middle school transitional period. The transitional year between elementary and middle school has been described as difficult due to many reasons. The connection between the level of difficulties experienced by the students and the processes special education leaders implemented provided a gap in the current literature. Semistructured interviews were conducted to identify the tools and strategies special education leaders used to transition SWD from elementary to middle school. The findings of this study are limited to parts of Georgia and may not be transferable for special educators in other states. However, three main tools were implemented to help students during the transitional period. The use of the Active Student Participation Inspires Real Engagement (ASPIRE) program provided insight into the needs of the students. Visits to the middle school and understandings of the programs and available resources contributed to the transition process. Tools and strategies were found that could be useful when working with SWD during the transitional period of elementary to middle school.
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