Abstract
This paper reports some of the findings of a small-scale research project (carried out in southern England) which focused specifically on pupil experiences of transfer from special to mainstream or from mainstream to a special school. Central to the argument of this paper is the importance of an understanding of the pupil perspective, not only in relation to transfer, but also to a consideration of factors affecting the inclusion of pupils who have disabilities or who experience difficulties in learning. Using case study methodology, the research aimed to explore the pupil experience of schooling, primarily from the perspectives of those involved in transfer. This paper focuses on what the pupils themselves identified as being one of the major factors in their own assessment of the 'success' of the transfer and their consequent experience of schooling: the building of a supportive framework of friendships and relationships. It is argued that this 'framework' is related in part to the pupil's previous experience of schooling as well as to the effectiveness of the pupil's 'support team', in addition to factors specifically concerning the receiving school.
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