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Adolescents With and Without LD Make the Transition to Middle School

Florida Atlantic University, 5353 Parkside Dr., Jupiter, FL 33458, Jforgan{at}fau.edu

Sharon Vaughn

University of Texas at Austin, Texas Center for Reading and Language Arts

The purpose of this 2-year study was to describe how Hispanic students with and without learning disabilities fared academically and socially during the transition from elementary school to middle school. Participants were 14 Hispanic students who were instructed in a sixth-grade consultation / collaboration, inclusive elementary classroom before making the transition to middle school. Examination of social, academic, and student perception data revealed that, on the whole, the students with learning disabilities and those without experienced the transition similarly and fared well during the elementary-to-middle-school transition.

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