Volume 18 of International Perspectives on Inclusive Education offers multiple international perspectives on transitions for children and youth with diverse backgrounds and special needs. Transition approaches are viewed from early childhood through to post-secondary and into workplace settings using a unique convergence of integrating research and practice in schools, workplaces, organizations, and communities. Effective evidence-based programs, interventions, and strategies are also incorporated throughout, with a strong emphasis on collaborative partnerships underpinning all aspects of transition.
This research is predicated on the assumption that inclusion in academic, social, vocational, and other contexts incorporates all stakeholders. Providing a focus on meaningful involvement and participation in communities and activities of choice, that secure benefits for all, the chapter authors examine both innovative evidence-based practices that facilitate transition, and potential barriers, supplemented by informative case studies. In addition to providing knowledge and skill training for establishing effective transitions, this volume views programs, attitudes, expectations, and perceptions, in relation to what it means to be accorded welcome into a particular setting.
About the Author: Kate Scorgie is retired Professor, School of Education, Azusa Pacific University. Her research interests have included families of children with disabilities and disclosure and equity accommodation for persons with disability transitioning to postsecondary settings.
Chris Forlin is an international education consultant, Adjunct Professor at the University of Notre Dame Australia, and series editor for Emerald Publishing for 'International Perspectives on Inclusive Education'. Her extensive research focuses on inclusive education, diversity, and equity, especially across the Asia Pacific region.
