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Secondary school transition for children with special educational needs: a literature review
Author(s) -
Hughes Laura A.,
Banks Pauline,
Terras Melody M.
Publication year - 2013
Publication title -
support for learning
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.25
H-Index - 30
eISSN - 1467-9604
pISSN - 0268-2141
DOI - 10.1111/1467-9604.12012
Subject(s) - psychosocial , inclusion (mineral) , psychology , transition (genetics) , developmental psychology , special needs , clinical psychology , medical education , medicine , social psychology , psychiatry , biochemistry , chemistry , gene
Successful transition from primary to secondary school is important for psychosocial well‐being. Children with special educational needs ( SEN ) may face additional complexities at transition, although the impact of this process on children's psychosocial adjustment has been underexplored. The article aims to review systematically the literature exploring the impact of transition on the concerns and psychosocial adjustment of children with SEN in comparison to typically developing children. Published studies were identified through a systematic search of six electronic databases. Articles fulfilling inclusion criteria were reviewed and a quality criteria system was developed to rank studies. Children with specific learning difficulties perceive lower levels of social support and more peer victimisation after transition than typically developing children, but methodological limitations and the modest number of studies restricted the conclusions that could be drawn.