The transition to secondary education for boys with individual educational needs

Abstract

This study aimed to analyse whether boys with Individual Educational Needs were well prepared socially and emotionally throughout the transition period from primary to secondary school. It also identified and problematised important themes which helped in the design of a conceptual socio-emotionally literacy programme. The study delved into the characteristics and causes that students with Individual Educational Needs manifest. The study highlighted how the local educational system is addressing the needs of these students. In so doing, the researcher explored and analysed the views of professionals, students and their respective parents/guardians. One secondary school in a particular College was selected to take part in this study. The required data for the research study was gathered by means of semi-structured interviews and focus groups. The work is divided into three main domains. The first includes the Preface, Introduction and Literature Review providing the background that shaped the researcher's thinking. The second part of the research study includes the Methodology and the analysis of the data which emerged from the interviews and focus groups. Finally, the study deals with a sample of a conceptual socio-emotionally literate programme and puts forward recommendations that need to be taken into account in order to possible improve the transition situation of both professionals and students with Individual Educational Needs. The themes gathered for such a programme include: identity and appearance; peer pressure; difficulties in relationships with parents, teachers or friends; difficulties in learning; the importance of friendships; bullying; stress and anxiety; lack of self-esteem and talking about feelings.