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Transition of students with autistic spectrum disorders from primary to post‐primary school: a framework for success
Author(s) -
Deacy Evelyn,
Jennings Fiona,
O'Halloran Ailbhe
Publication year - 2015
Publication title -
support for learning
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.25
H-Index - 30
eISSN - 1467-9604
pISSN - 0268-2141
DOI - 10.1111/1467-9604.12102
Subject(s) - transition (genetics) , autistic spectrum , psychology , primary (astronomy) , medical education , inclusion (mineral) , autism , pedagogy , medicine , developmental psychology , social psychology , biochemistry , chemistry , physics , gene , astronomy
The purpose of this research was to investigate best practice in relation to the planning, process and strategies that support the transition of students with ASD from primary to post‐primary school. A questionnaire survey was sent to graduates of a postgraduate C ertificate/ D iploma in SEN ( ASD ) in Ireland who were working in primary and post‐primary schools. Findings included strong oral communication between schools, transition programmes in many post‐primary schools, a variety of generic and ASD specific strategies in both primary and post‐primary schools and a large number of personnel involved in the transition process. Analysis of findings and current literature enabled the researchers to propose a framework that the D epartment of E ducation and S kills, support agencies and schools may use to examine practice in order to enhance the transition programmes based on students' needs, the profile of the school and its community.