TRANSITION OF STUDENTS FROM A SPECIAL CENTER TO SELF-CONTAINED CLASSES IN GENERAL EDUCATION SCHOOLS: PARTICIPANTS' EXPERIENCES
TRANSITION OF STUDENTS FROM A SPECIAL CENTER TO SELF-CONTAINED CLASSES IN GENERAL EDUCATION SCHOOLS: PARTICIPANTS' EXPERIENCES
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Date
1996
Authors
Bachman, Colleen McCleary
Advisor
Strein, William
Citation
DRUM DOI
Abstract
The process of transferring disabled students from
a special center to self-contained classes in regular
schools was investigated through case study research.
The purpose of the study was to determine how different
participants experienced the transitions and how their
roles affected their experiences. The experiences and
perceptions of participants, specifically parents,
teachers, and administrators were explored through
qualitative methodology. The transitions of six
students served as the focus of the case studies. Data
was collected through three techniques, semi-structured
interviews, participant observations, and review of
archival information.
All participants reported that the opportunity to
model appropriate social skills and behaviors were a
benefit of the transition. Parental anxiety was
reported to be a major barrier by school staff and
parents. Parents perceived their role as the "decision
maker" in the process. They were concerned about
safety, ridicule by other students, and loss of a
community of supportive parents. Having the child
attend his or her home school was important to school
personnel but not to parents.
Teachers at the special center based their
decision to transfer a child on a match between the
child's skills and the regular school's preparation and
willingness to work with the child. Teachers at the
receiving schools were concerned about their lack of
skills to teach severely disabled students and lack of
resources. Administrators perceived their role as one
of leadership and setting the tone. They are not
directly involved in the transition process unless
difficulties arise.
The primary barrier in the transition process is
the lack of a shared conceptualization regarding how
best to deliver educational services. The factor
expressed by all participants as most facilitative of
the process was open, honest, and frequent
communications amongst participants. The transitions
were reported as successful by the participants based
on their subjective impressions. Success of the
transitions was not evaluated or measured through
traditional objective criteria because such measures
were not available.