The difficulties associated with transition can be exacerbated for pupils with special educational needs. Pupils with special needs are in contact with many professionals from all three social systems e.g. education, health and social care during their educational career. There must be a common understanding between these professional disciplines in order to successfully meet the pupil’s needs. Research shows that one of the most difficult periods in a pupil’s educational career is the transition from primary school to secondary school (Zeedyk et al 2008). In many cases the transition from pre-school to primary school centres around readiness and adapting the environment, curricula to meet the child’s needs. It is also a period where professionals involved in the pupil’s development begin to meet and exchange knowledge in order for successful transition to take place.
 
Historically, uni-disciplinary pathways of care are utilised in European countries; this project will examine how multi-disciplinary ways of working will enable inclusion and a cohesive system that will centre on the child’s educational, health and social needs. It also aims to promote inclusive education and consider the wider aspects of access to inclusive education. The opportunity exists for a cohesive collaborative approach in co-ordinating and strengthening relevant pieces of legislation that support people with disabilities into a coherent framework, not only in education but for all services offered to people with disabilities. 
 
The network will aim to redefine education, health and social systems in order to set common agendas, pool expertise and work together to enable a holistic inclusive approach. This project will provide learning stakeholders the opportunity to collaborate and meet the individual needs of pupils with special needs during transition. Transferable tools such as the self-assessment tool, transition starter kit, four training modules and video learning to name a few, can be used for not just pupils with special needs but for other pupils who may be particularly vulnerable during periods of transition e.g. pupils from low socio-economic backgrounds. 

The project has at its core two fundamental research aims, and these are to examine examples of best practice identification of children with ASN who transitioned into first year of mainstream primary school from either a specialised environment or a mainstream early year’s environmentand to identify examples ofbest practice identification of children with ASN (Additional Support Needs) who transitioned from mainstream primary to mainstream secondary school. Identification of best practice will be through using a mixed methods approach where children and families along with a wide range of professionals will be asked to participate in this research.
 
In the first phase of this project each partner country is contributing to a unique European literature review which will identify from a set of 22 research questions current practice. The questions used in the literature review explore themes from policy and context through concepts that underpin practice and critical reflection. This literature review will then be used to inform the research phase of the project.