My New School transition to high school for children with special educational needs in England – findings and ideas for practice

Article


Bunn, H. and Boesley, L. 2019. My New School transition to high school for children with special educational needs in England – findings and ideas for practice. Support for Learning. 34 (2), pp. 128-147.
AuthorsBunn, H. and Boesley, L.
Abstract

Whilst transition from primary to secondary school is an exhaustively research area, there is limited research into how children’s ideas and insights, particularly those with Special Educational Needs (SEN), could inform or guide successful school transition planning. The current article presents the final stage of an action research project, in which a transition intervention was designed by students in collaboration with their schools and educational psychology services. The intervention, My New School, was initially piloted in an inner-city primary school in England (see Bunn, Davis and Speed 2017) and since has developed into a working tool for several other schools. Children’s alongside school staff’s views were used in order to inform the final design of My New School intervention. The article explores findings from analysing the participating children and school staff, alongside relevant literature, and final discussions and implications for practice conclude.

Keywordstransition; special educational needs; coproduction; educational psychology; pupils
JournalSupport for Learning
Journal citation34 (2), pp. 128-147
ISSN0268-2141
Year2019
PublisherWiley
Accepted author manuscript
License
Digital Object Identifier (DOI)doi:10.1111/1467-9604.12244
Web address (URL)https://doi.org/10.1111/1467-9604.12244
Publication dates
Online17 Jun 2019
Publication process dates
Accepted14 Apr 2019
Deposited09 Jul 2019
Copyright holder© 2019 NASEN
Copyright informationThis is the peer reviewed version of the following article: Bunn, H. and Boesley, L. (2019), My New School: transition to high school for children with special educational needs in England – findings and ideas for practice. Support for Learning, 34: 128-147., which has been published in final form at https://doi.org/10.1111/1467-9604.12244. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions.
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Accepted author manuscript

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