The transition process of a student with learning disabilities from primary to secondary education

Transition services are of critical importance in equipping students with special needs for the future. Students with learning disabilities may experience greater challenges unless they receive specialized assistance. The aim of this study is to understand the challenges faced by a student with learning disabilities and her parent during the transition from primary to secondary education and to provide a framework for developing effective transition strategies. A case study design, one of the qualitative research methods, was adopted for the current study. In the study, which employed a purposive sampling method, the participants were a middle school student with learning disabilities, her parent, and the researcher. The data were gathered through a semi-structured interview form, the researcher’s field notes, and document analysis. Descriptive analysis was performed to analyze the research data. The findings illustrated that both the parent and the student with learning disabilities experienced ambiguities during the transition process, felt a lack of guidance in their career choices, and were psychologically exhausted. Furthermore, teachers and families should be encouraged to be more actively involved in the process, and psychological support should be provided. In the context of Türkiye, reviewing legal regulations and shaping educational policies according to the needs of students with learning disabilities is of primary significance.