Abstract:

Each person is experiencing different changes that are called transition throughout his life. School-period transitions are also part of these transitions, and the success of these transitions in individuals with special needs depends on a more specific effort, support, planning and arrangement. The academic and social success that the individual will show in the new environment in which the transition is accomplished is related to his academic, social, emotional, behavioral and cognitive skills, but the support and facilitation of the transitions that he will receive in the environment in which he is will greatly affect this success. In cases where the necessary support is not provided and the process is not carefully planned, both the child and the family process are more punishable while the earnings in the development of the child are at a decimal level. In this aggregation study, it is intended to provide students with special needs with information about the school-period transition process, addressing the challenges encountered in the transition process and presenting solutions to these challenges. In addition, the recommendations offered to teachers and managers have emphasized important points for the development of transition services and practices and for the process to be softened in the family and student perspective.

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