Researching the Transition to High School for Adolescents with a Disability: Qualitative Action-Project Method as an Exemplar Approach

Sheila Marshall, Kristen Goessling, Richard Young, Agnieszka Wozniak-Molnar

Research output: Contribution to journalArticle

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.

Original languageEnglish (US)
Pages (from-to)389-408
Number of pages20
JournalInternational Journal of Disability, Development and Education
Volume66
Issue number4
DOIs
StatePublished - Jul 4 2019

    Fingerprint

All Science Journal Classification (ASJC) codes

  • Health(social science)
  • Education
  • Health Professions (miscellaneous)
  • Developmental and Educational Psychology

Cite this