The transition of learners to classes for learners with special educational needs from the perspective of the learners, teachers and parents

Abstract

The researchers investigate how learners with barriers to learning experience the transition to classes for learners with special educational needs. The research was conducted at a full-service school in Potchefstroom, North West province, South Africa. Interviews were conducted with current and former teachers as well as the parents of selected participants who were learners in special educational needs (LSEN) classes at the school. Focus group interviews were held with each of the groups of learners. The findings of the study could be divided into intrapersonal factors (emotional development; group pressure; self-image and self-confidence; a feeling of loss; a transition that was traumatic, filled with stress and aggression; level of security; and the inability to hold his or her own in situations) and interpersonal factors (low social skills, the loss of friends,
the loss of social status and the feeling that the transition was merely a temporary measure). We concluded that, based on the social and psychological effects of the transition between LSEN- and mainstream classes, teachers and parents need to make better informed decisions about the transition of learners.