Special Education

This study investigated the practices involved in the transition to school for children with a range of special education needs. Certain factors emerged as most important for a successful transition, including good ongoing communication and collaboration between families and schools. Teachers’ use of differentiation practices was also beneficial. The article concludes that the critical factor for successful transitions was high levels of communication and collaboration leading to good home–school partnerships.

Assumptions about disability play a key role in how disabled students are treated at school. Using a case study as a focus, Bernadette Macartney argues that every child has the right to be viewed holistically, because taking a deficit view creates barriers to their full participation at school.

The quotation in the title of this article comes from Ryan, a New Zealand secondary-school student, in a statement to his teachers. Ryan wanted his teachers to recognise his impairment-related needs and experiences at school and to take these into consideration in their teaching. His statement also referred to the various barriers he faced at school that meant he needed help or additional time for school activities.

Otahuhu College wanted to know how its teachers were coping with the inclusion of students with disabilities in their classrooms, and more specifically, how teachers interacted with such students. Results revealed that the practical demands of the classroom made it difficult for teachers to spend time with the mainstreamed students. Most relied on and supported teacher’s aides to teach these students.