Faculty Publications
Settling In: Facilitating The Transition To An Inclusive Middle School For Students With Mild Disabilities
Document Type
Article
Keywords
Inclusion, Middle level, Mild disability, Transition
Journal/Book/Conference Title
International Journal of Disability, Development and Education
Volume
55
Issue
3
First Page
265
Last Page
276
Abstract
The present qualitative study examined the experiences of nine students with mild disabilities during their first year in an inclusive middle school in a Midwestern state of the United States (US). Data were gathered through interviews with students, teachers, and parents; classroom observations; and document analysis. Following the data analysis, three themes were identified: how the demands of navigating a new environment increased students' anxiety; how students satisfied their need for belonging; and how students' perceptions of school influenced their attitude towards help. Suggestions for facilitating school transitions for early adolescents with mild disabilities are provided. © 2008 Taylor & Francis.
Department
Department of Educational Psychology and Foundations
Original Publication Date
9-1-2008
DOI of published version
10.1080/10349120802268644
Recommended Citation
Knesting, Kimberly; Hokanson, Carol; and Waldron, Nancy, "Settling In: Facilitating The Transition To An Inclusive Middle School For Students With Mild Disabilities" (2008). Faculty Publications. 2409.
https://scholarworks.uni.edu/facpub/2409
