Students with Special Educational Needs and Disabilities encounter complex and circuitous transitions from post-primary settings to Higher Education. In Ireland, inequitable access to Individual Education Plans, and a lack of policy infrastructure to provide formal transition planning, means that these journeys are varied and uncertain. This study presents findings from surveys completed by parents supporting students with disabilities in their final 3 years of mainstream secondary school (n = 69), and in-depth interviews with a self-selected subset of parents (n = 8). Results point to: (i) disparate levels and quality of support and guidance, (ii) fissures in communication channels between parents and schools, (iii) insufficient awareness and understanding of the interplay between disability and successful post-school outcomes, and (iv) high levels of stress, anxiety and frustration experienced by students, parents and carers.

中文翻译：

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“关上你的门”：父母对爱尔兰有特殊教育需求和残疾的年轻人的支持过渡计划的看法

有特殊教育需要和残疾的学生会经历从小学后教育到高等教育的复杂而曲折的过渡。在爱尔兰，个人教育计划的机会不公平，以及缺乏提供正式过渡规划的政策基础设施，意味着这些旅程是多种多样且不确定的。本研究展示了在主流中学最后 3 年支持残疾学生的家长完成的调查结果（n = 69），以及对自选家长子集（n = 8）的深入访谈。结果表明：(i) 支持和指导的水平和质量参差不齐，(ii) 家长与学校之间的沟通渠道存在裂痕，(iii) 对残疾与成功的学业后成果之间的相互作用的认识和理解不足，