Abstract
The purpose of this study was to establish challenges experienced by learners with special educational needs (LSEN) during the transition process from the formal to the special class. The aim was to perceive their experiences so that guidelines could be suggested to enable a smoother transition process for the LSEN learner. The research participants were selected from a school that has a special class. The learners were between grades four to seven who have been diagnosed with mild intellectual disabilities having been allocated LSEN numbers by an educational psychologist and placed in a special class. These learners were selected through a purposive sampling process. The study was underpinned by collaboration theory in conjunction with transition since collaboration is a factor that shapes transition. The theory was found suitable for this study because it supports the transition process. Data was collected through a qualitative approach and data was gathered through semistructured interviews, focus group interviews and picture stories. The research study provides findings which were established through a thematic analysis process. Four themes emerged that were thoroughly discussed relating to the research theoretical framework...
M.Ed. (Educational Psychology)