Settling in: Facilitating the transition to an inclusive middle school for students with mild disabilities
Inclusion, Middle level, Mild disability, Transition
International Journal of Disability, Development and Education
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.
Original Publication Date
DOI of published version
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.