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Transition for a Student With Special Educational Needs From Primary to Secondary School in Hong Kong*

Published online by Cambridge University Press:  28 May 2013

Chris Forlin ,
Kenneth Kuen-Fung Sin  and
Rupert Maclean
Chris Forlin*
Affiliation:
The Hong Kong Institute of Education, Hong Kong
Kenneth Kuen-Fung Sin
Affiliation:
The Hong Kong Institute of Education, Hong Kong
Rupert Maclean
Affiliation:
The Hong Kong Institute of Education, Hong Kong
*
Correspondence: Professor Chris Forlin, Department of Special Education and Counselling, Hong Kong Institute of Education, 10 Lo Ping Rd, Tai Po, Hong Kong. E-mail: cforlin@ied.edu.hk
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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.

Keywords

transitionHong Kongparentsstudentsspecial educational needssecondary schoolingsupportcollaboration
Type
Articles
Information
Australasian Journal of Special Education , Volume 37 , Special Issue 1: Transitions for Students With Special Educational Needs , July 2013 , pp. 49 - 63
Copyright
Copyright © The Authors 2013 

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Footnotes

*

This manuscript was accepted under the Editorship of Michael Arthur-Kelly.

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