Abstract
In this paper the authors employ a case study approach to investigate the transition process for a student with special educational needs from a Hong Kong subsidised primary school into a secondary school. An analysis of transcripts from individual and focus group interviews with the student, his parents, his 4 primary teachers and his 10 secondary teachers, as well as government documents and notes of school observations, indicated that a lack of formal procedures for supporting a student's transition can result in a range of significant difficulties. The discussion focuses on the urgent need to develop strategic guidelines at a systemic level within Hong Kong, with a much greater focus on a collaborative school approach rather than the current overreliance on the parents to lead this process. Copyright © 2013 The Authors.
Original language | English |
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Pages (from-to) | 49-63 |
Journal | Australasian Journal of Special Education |
Volume | 37 |
Issue number | 1 |
Early online date | May 2013 |
DOIs | |
Publication status | Published - Jul 2013 |
Citation
Forlin, C., Sin, K. K.-F., & Maclean, R. (2013). Transition for a student with special educational needs from primary to secondary school in Hong Kong. Australasian Journal of Special Education, 37(1), 49-63.Keywords
- Transition
- Hong Kong
- Parents
- Students
- Special educational needs
- Secondary schooling
- Support
- Collaboration