Integrated during middle school? Challenges, facilitators and obstacles from the perspective of parents of young people identified as having special educational needs

Abstract

School inclusion at middle school level presents many challenges, both for professionals and for families. This article looks at the school careers of 35 young people identified as having special educational needs attending upper secondary school in 15 Swiss cantons. The parents of these young people have expressed their opinions on the integrative support their children receive. A qualitative content analysis highlighted the facilitators and barriers identified by parents in relation to this support, as well as the perceived impact of this support on their children's learning, social integration, and well-being. The results argue for the use of more flexible and less stigmatizing forms of support.