Perfitt, R (2013) investigated the impact of transitions upon pupils with speech, language and communication needs. He identified stress factors and examined any practical strategies that could be put into place to support these pupils through the transition. Stress factors included bullying, social situations and homework. Research by Snape, J (2006) shows that a systemic approach make transitions for pupils with SLCN even more challenging, as many decisions about placements occur only a few months before commencement, not leaving enough time for a full transition programme. This contradicts recommendations by Hendricks (2009) that transition planning for young people with disabilities, at any stage of life, should begin several years prior
