Transitions and Transfers in Educational Path at Czech Schools: A Longitudinal Study of an At-Risk Pupil

Vol.21,No.3(2016)
Studia paedagogica

Dominik Dvořák Jan Vyhnálek Karel Starý

https://doi.org/10.5817/SP2016-3-2

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Abstract
Since Czech primary and lower secondary schools comprise both primary and secondary levels, the dangers involved in pupil transition from one level to another can be overlooked. The aim of this paper is to draw attention to some of these dangers via a case study of a special needs pupil and to compare our findings with those describing differently organized systems of education. The paper also opens a discussion on the topic of pupil transfer between individual schools. This paper is based on a qualitative longitudinal study describing how a middle-class pupil affected by ADD and a tic disorder transitions first from a primary to a lower secondary level, then transfers to another school, and finally transitions to an upper secondary level. The main source of our data are interviews with the pupil and his mother that were repeatedly conducted over a six-year period. The paper also relies on additional sources of information in the form of school, advisory, and medical documentation. Despite some favorable conditions that accompanied the first transition, it resulted in a conflict between the pupil and the new level and the pupil's worsened health. As a result, the family decided to transfer the pupil to a different school which claimed higher levels of inclusion. Yet a higher degree of tolerance towards the pupil's special needs came at the cost of a less-demanding education and worse relationships in the classroom. The paper shows that unlike in other educational systems, peer relationships did not play a significant role in the pupil's transition; this was not a case of social problems influencing the transfer. Ultimately, the paper confirms the conclusion of research from other countries that shows that school transitions are potentially risky for pupils with special educational needs.

Keywords:
primary-secondary transition; transfer; school mobility; at-risk pupil; special educational needs; Czech Republic
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