Transition of students with learning and behavior difficulties from special elementary classes to secondary education



État de publication: publié

Type de présentation: Roundtable Session: Special Education at the Forefront

Nom de la rencontre: American Educational Research Association (AERA)

Lieu: New York, États-Unis


Résumé: As part of a descriptive statistical research initiative, this communication presents the results of a longitudinal analysis of the educational experience of secondary-level students with maladjustments or learning difficulties (LBD) up to five years after transitioning from elementary school. The goals of this study were thus to (1) examine the academic path of LBD students (from special elementary classes) in secondary school based on two characteristics, namely, gender and language of instruction, and consequently (2) identify and analyze the differences between these groups. Our analysis of this progression determined (a) the presence or absence of an active intervention plan; (b) setting (homogeneous or heterogeneous special class, special school, etc.); (c) dropout rate; and finally (d) graduation/qualification.