Moving up from primary to secondary school : transitional footsteps of children with learning difficulties

Abstract

Having an academic-oriented educational system, the transition from primary to secondary school in Malta, is generally associated with the Junior Lyceum and Common entrance examinations and its survival of the fittest. But, what about the real transition into secondary school, more importantly, the transition of those students who have added difficulties, such as students with a statement of needs? Only recently, did the Maltese educational system discover the importance of such transitions. This study aims, to walk down the path these students, their parents and learning support assistants, go through. Observations of the transition meetings held in secondary schools of three students with learning difficulties, were the first step, leading to interviews with the children (where possible), parents, and learning support assistants (LSAs) at the beginning of the scholastic year to look at initial anxieties, hopes and fears. Towards the beginning of the second term or end of first term (you see what's best), another set of interviews were conducted to discover whether needs where met, and the impact the transition had on each stakeholder. Case studies were put together from information gathered. Adequate preparation and planning done by a transdisciplinary team facilitated the transition as seen in the experience of two children. Peer preparation programmes were also vital for inclusion to take place. Deficits in the system were casually brought up at this transition phase with the experience of one child, who missed out on his legitimate education because of negligence and irresponsibility. Recommendations on how to facilitate a healthy transition are presented.