Promoting the development of an inclusive education is the current challenge of any educational system, as shown by various global organizations (UNESCO, 2008) and recognized experts in the field (Ainscow & Sandill, 2010; Allan & Slee, 2008; Arnaiz, 2012). Indeed, its legitimacy lies in the defence of human rights and the adoption of the principles of equity and social justice. In this regard, one should acknowledge the efforts undertaken to transfer theoretical discourse into education practice. Thus, there have been many papers written by leading researchers (Arnaiz & Guirao, 2015; Booth & Ainscow, 2002; Villa & Thousand, 2005) aimed at providing tools and/or instruments to stimulate the processes of reflection and self-evaluation in schools by analysing their current context and being aware of the factors of exclusion and inclusion present in each educational community in order to establish development plans that will lead towards inclusion.

This study is part of a larger research project[1] aimed at developing plans for improvement in infant, primary and secondary schools in order to promote inclusive education in the Region of Murcia (Spain). In respect of how to proceed, it should be noted that this study is rooted in what we can also call inclusive research (Allan & Slee, 2008), which avoids modes of research where there are hierarchies between researchers and the researched and fosters active participatory and democratic research from a relationship of equality, as indicated by Nind (2014) and Parrilla & Sierra,  (2015). Participation begins with self-assessment of the current context and continues with the choice of issues to improve.

One of the development plans carried out by the two schools participating in the above research was to facilitate the transition from Primary to Secondary Education, establishing channels of communication, information and support; not only for students, but also for their families (Griebel & Berwanger, 2006), since this school transition, like any other, offers not only opportunities, but also difficulties and challenges (Pietarinen, Pyhältö & Soini, 2010).

Thus, the two schools involved, a primary school (CEIP) and a secondary school (IES), in order to achieve the targets set in the development plan, jointly developed a series of activities aimed at providing information and guidance to students and their families relating to how to adapt to the new educational stage.

These activities were as follows:

• Year 6 CEIP students visiting their assigned IES.
• Former students visiting their former CEIP schools.
• Informative presentations for families.
• Preparation and completion of academic records on individual students.
• Collecting information on factors that hinder the transition between stages.

In order to discover or otherwise of these activities and identify possible improvements in them we use evaluation based on empirical evidence (Gibbs, 2003; Donaldson, Christie and Mark, 2009). Therefore, in the present research we started from two research questions: 1) Are the activities aimed at students and their families suitable in order to facilitate the transition from primary to secondary education? 2) What are the factors that influence the adaptation of pupils to secondary education?

To answer these questions sets two objectives:

1. To find out the opinion of students, teachers and families on the relevance of the activities undertaken.

2. Analyse the factors that hinder the movement of students from primary to secondary education.

[1]Research Project I+D+I title: “Educación Inclusiva y Proyectos de Mejora en Centros de Educación Infantil, Primaria y Secundaria”. Reference: EDU2011-26765. Ministerio de Economía y Competitividad, España.

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