Transitions between school placements for students with special educational needs

Snozzi, Romana

doi:10.1016/j.ijer.2026.103060

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Journal article

Transitions between school placements for students with special educational needs : a scoping review

IPC

Snozzi, Romana ORCID University of Fribourg, Interkantonale Hochschule für Heilpädagogik Zürich

2026

Published in:

International Journal of Educational Research. - Elsevier BV. - 2026, vol. 140, p. 103060

English Students with special educational needs (SEN) attend a wide range of school placements, including mainstream classes, special classes within mainstream schools, and segregated special schools. Research on normative school transitions (e.g., the move from primary to secondary school) suggests that transitions can be particularly challenging for students with SEN. Yet research on school placement transitions (e.g., the move from mainstream to special school) remains relatively limited and has not previously been brought together in a systematic review. This scoping review aimed to provide an overview of the current state of research on school placement transitions for students with SEN by identifying the scope of existing studies and mapping findings related to transition processes and experiences. The review included 23 studies from various countries that addressed diverse research aims and involved students with different SEN types. Most studies employed qualitative methods and had small sample sizes (<20 cases). More than half of the studies examined transitions towards more inclusive placements, reflecting a research interest in supporting inclusive schooling. Across studies, placement transitions were often described as stressful, with students showing short term difficulties but generally adapting with time. The direction of the transfer and its underlying motives (i.e., strategic versus reactive) may shape the transition experience. Students were reported to benefit from environmental adaptations, including adjustments to instructional approaches or reducing mobility barriers, as well as from targeted skills training. More comprehensive research, including quantitative studies, is needed to deepen the understanding of the complex processes involved in placement transitions.

Faculty

Faculté des sciences de l'éducation et de la formation

Department

Département de Pédagogie spécialisée

Language