Abstract 

Each student goes through many transitions from one school stage to the next. For students with language vulnerabilities, it is vital that the needed adaptations start immediately at the new school. In this study I follow how a secondary school receives new students in their transition from year nine to secondary school. The research questions to be answered are: What result has the principal and student health team noticed from their method? Which adaptations can be noticed on group level for students with language vulnerabilities? Through observations and interviews the purpose of this study is to consider whether the school’s method is a way to facilitate the transitions and grant students in need of adaptations adequate help. The special education teachers use group mapping on class level and collaborative learning among the teachers to facilitate the transition. This method allows the student health team and teachers to rapidly get the bigger picture of the students in a class, knowledge they then use to plan lessons and structure education. There are several adaptations for students with language vulnerabilities in the classroom even though they seem dependent on the teacher. The principal and special education teachers first noticed a questioning attitude from the teachers but after having used the process four years they now notice positive changes. The school throughput has increased 15% in three years and recent student polls report a positive attitude towards the school and the support given.