Praktijkvoorbeeld 2: Education Passport
5. Discussie
5.4. Aanbevelingen voor verder onderzoek
Voor kinderen die risico lopen op een negatieve ervaring tijdens de transitie naar het secundair onderwijs, is het van wezenlijk belang om de kernfactoren te onderzoeken die leiden tot een succesvolle transitie. Het bestaand onderzoek bij kinderen met GES en comorbide stoornissen is beperkt zowel in kwantiteit als kwaliteit, waardoor meer systematische en omvangrijkere studies aangewezen zijn (Mowat - b, 2019; Nuske et al., 2019). Longitudinaal onderzoek is hierbij eveneens aanbevolen om na te gaan in hoeverre de moeilijkheden blijven aanhouden na de transitie naar het secundair onderwijs (Jindal-Snape et al., 2020; Makin et al., 2017).
Wagner, Kutash, Duchnowski en Epstein (2005) stellen vast dat er binnen de literatuur studies ontbreken die meer omvattende steekproeven hanteren die het huidige beleid en praktijk bij kinderen met GES kunnen sturen. Veelal maakt onderzoek gebruik van gemakssteekproeven en worden er beperkte methodieken gehanteerd om deze te onderzoeken. Hierdoor blijven de schoolse belevingen van kinderen met GES onderbelicht. Binnen de huidige kennisbasis ontbreekt er volgens Wagner en collega’s (2005) informatie over kinderen met GES die aan de hand van een representatieve steekproef onderzocht kunnen worden door middel van longitudinale studies die een brede scope hanteren. Voorgaande longitudinale studies bij kinderen met specifieke onderwijsbehoeften hebben potentieel om het schools beleid en de praktijk bij te sturen. De “National Longitudinal Transition Study-2” (NLTS-2) en de “Special Education Elementary Longitudinal Study” (SEELS) bieden beide informatie over de kenmerken, ervaringen en resultaten op latere leeftijd bij kinderen met specifieke onderwijsbehoeften. Data voor SEELS werd in drie golven verzameld van 2000 tot 2004 bij kinderen tussen 6 en 12 jaar. De NLTS-2 verzamelde data in vijf golven van 2001 tot 2009 bij jongeren tussen 13 en 16 jaar. Omwille van deze brede range kunnen diverse transities in het leven van een kind met GES bestudeerd worden, betreffende de transitie van lager naar “middle school”, van “middle school” naar “high school” en de transitie naar het leven van een jongvolwassene na het secundair onderwijs (Wagner et al., 2005).
Bovendien richtte dit onderzoek zich tot de overdracht van relevante kindinformatie tijdens de transitie naar het secundair onderwijs. Uitgebreid onderzoek omtrent hoe informatiedeling kan bijdragen tot een succesvolle transitie, is eveneens aangewezen. Daarbij dienen diverse perspectieven bevraagd te worden, waaronder de leerling zelf, de ouders en het schoolteam. Diepgaander onderzoek omtrent effectieve praktijken, zodat “good practices” gedeeld kunnen worden, sluiten hierbij aan.
Binnen het onderzoek wordt de focus gelegd op de leerling, de ouders en de school. Strategieën die leeftijdsgenoten inschakelen om bij te dragen tot het succes van inclusie en neurodiversiteit binnen de klas, dienen daarbij verder onderzocht te worden bij kinderen met specifieke onderwijsbehoeften, waaronder
kinderen met GES (Nuske et al., 2019). Kinderen met GES lopen namelijk nog steeds risico op stigmatisering en labeling (Mowat 2015; Mowat - a, 2019; Stevens, 2018).
Daarnaast is het betrekken van kinderen bij het besluitvormingsproces door hen een stem te geven, een onderzoeksthema die in interesse groeit (van Rens et al., 2019). Welke actieve rol het kind kan opnemen bij het transitieproces naar het secundair is echter onvoldoende onderzocht. Methodieken die de stem van het kind een centrale plaats geven waarbij het perspectief van het kind beluisterd wordt en mee wordt genomen in transitieplanning, dienen verder bestudeerd te worden. Daarnaast moet ook de effectiviteit van dergelijke interventies onderzocht te worden. Hoewel de aangegeven praktijkvoorbeelden aandacht schenken aan het verhaal van het kind tijdens de overdracht van relevante informatie aan het schoolteam van het secundair onderwijs, bestaan er weinig studies omtrent deze praktijken. Daarbij dienen ouders eveneens nauw betrokken te worden in het onderzoek, aangezien zij een cruciale rol spelen in het transitieproces. Door middel van een grondige overdracht in samenwerking met alle betrokkenen kan er een holistisch beeld gevormd worden over het kind waarbij een focus op de moeilijkheden, beperkingen en uitdagingen verrijkt wordt met de mogelijke opportuniteiten, sterktes en vooruitzichten.
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