Researching the Transition to High School for Adolescents with a Disability: Qualitative Action-Project Method as an Exemplar Approach. Issue 4 (4th July 2019)

• Record Type: Journal Article
• Authors: Marshall, Sheila; Goessling, Kristen; Young, Richard; Wozniak-Molnar, Agnieszka
• Is Part Of: International journal of disability, development, and education. Volume 66:Issue 4(2019)
• Page Start: 389
• Page End: 408
• Publication Date: 2019-07-04
• Subjects: Disability -- transition to high school -- contextual action theory -- action-project method -- adolescence -- parent–child relationships -- case study -- peer relations; People with disabilities -- Education -- Periodicals; People with disabilities -- Periodicals; Special education -- Periodicals; Education, Special -- Periodicals; 371.9
• DOI: 10.1080/1034912X.2018.1508646
• Languages: English
• ISSNs: 1034-912X

Abstract

ABSTRACT: The transition from elementary to middle or high school is an important experience common to most adolescents in North America. However, very little research has been conducted to understand the experiences of students with a disability status and the stakeholders involved in the transition. Clearly, there is a need to generate information that views the transition as a process between students and stakeholders that takes place over time. This investigation illustrates the utility of the action-project method for studying the transition to middle or high school. Three cases involving Canadian adolescents with different disabilities (learning, sensory/motor and emotional/behavioural) and their parents, as key stakeholders, are presented.