Transfer from primary school to secondary school
grained (evidence based) strategies put into place to meet the children’s requirements is
required.
Transfer to secondary school is reported to challenge some young people. The
current study has indicated that this move is particularly problematic for children with
SSLD and those with additional learning needs. The parents, teachers and the children
themselves report greater problems with the transfer than occur for typically developing
children from the same primary classes going to the same schools. When additional
support is required greater liaison between pupils and schools is an essential first step. It
is simply not satisfactory to dismiss the work and knowledge acquired in the primary
school years (Galton et al, 1999). The parents of the two special cohorts were both
aware of their children’s needs pre-transfer and sensitive to the school demands in Year
7. Parents can serve as an informed ally to support their children’s development and the
schools’ effective practices.
Establishing the ways in which speech and language difficulties impact on
educational progress and educational provision is an essential first step in developing
evidence based practice for these young people. The children in Year 7 were at risk.
They were struggling academically, showing evidence of low self-esteem and at risk of
bullying. Strategic interventions at this point may serve to minimise the likelihood of
disengagement and low attainments.
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