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ERIC Number: EJ1218096
Record Type: Journal
Publication Date: 2019
Pages: 20
Abstractor: As Provided
ISSN: ISSN-1034-912X
Researching the Transition to High School for Adolescents with a Disability: Qualitative Action-Project Method as an Exemplar Approach
Marshall, Sheila; Goessling, Kristen; Young, Richard; Wozniak-Molnar, Agnieszka
International Journal of Disability, Development and Education, v66 n4 p389-408 2019
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.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada