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

Link to Full Text

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