THE ROLE OF TEACHERS IN THE SOCIAL ADAPTATION OF TRANSFER STUDENTS FROM REGULAR SCHOOLS TO SPECIAL SCHOOLS

Abstract

Transferring a student with intellectual disabilities from a mainstream setting to a special education school (SLB) triggers a massive educational, psychological, and social transition. Shifting academic demands, entirely new interaction patterns, and lingering trauma from prior bullying heavily dictate a student's sense of security and their willingness to participate. This study describes the exact roles teachers play in supporting the social adaptation of transfer students. We utilized a qualitative descriptive case-study design to conduct this investigation. Data collection involved structured interviews, direct observations, and institutional document analysis. We verified the findings through source and technique triangulation and applied the interactive Miles and Huberman model for data analysis. The results reveal six interconnected teacher roles: classroom manager, motivator, facilitator, demonstrator, mediator, and evaluator. Key execution strategies included individualized approaches, daily welcoming routines, emotional validation, assigned classroom duties, and concrete learning media. Peer mediation, parental communication, and process-based evaluations also proved highly effective. Positive peer acceptance, an inclusive institutional climate, and strong inter-teacher collaboration accelerated the adaptation process. Conversely, unresolved past trauma and inconsistent parental follow-through at home created the biggest obstacles.