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Transitioning Back to Mainstream Education: The Flexible Integration Model*

Published online by Cambridge University Press:  23 December 2016

Therese M. Cumming Open the ORCID record for Therese M. Cumming [Opens in a new window]  and
Iva Strnadová Open the ORCID record for Iva Strnadová [Opens in a new window]
Therese M. Cumming*
Affiliation:
UNSWAustralia
Iva Strnadová
Affiliation:
UNSWAustralia
*
Correspondence: Therese M. Cumming, School of Education, Room 129 John Goodsell Building, UNSW Australia, Sydney, NSW 2052, Australia. Email: t.cumming@unsw.edu.au
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Abstract

The implementation of a transition model, the flexible integration model, was investigated in a school in Sydney, Australia, using an exploratory single case study design (Rowley, 2002). It is a person-centred model designed to assist students in transitioning from a special school for students with emotional and behavioural disabilities to mainstream settings. Students enrol in mainstream classes in areas that interest them academically and vocationally, while receiving support in developing the necessary social and behavioural skills to successfully fully transition to mainstream and post-school settings. The model, based on the person-centred planning framework, was implemented with 1 student during the last 2 terms of a school year. The outcomes and effectiveness of adopting the model were evaluated by analysing the student's behaviour and attendance, and interviews with principals, teachers, and paraprofessionals. Results indicated improvement in the student's behaviour, attendance, and interpersonal skills.

Keywords

transitionspecial educationperson-centred planningemotional and behavioural disabilities
Type
Original Articles
Information
Australasian Journal of Special Education , Volume 41 , Issue 1 , July 2017 , pp. 51 - 67
Copyright
Copyright © The Author(s) 2016 

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Footnotes

*

This manuscript was accepted under the Editorship of Michael Arthur-Kelly.

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