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Experiences of educational transition: young women with ASD, and the staff supporting them, speak
Author(s) -
Essex Jane,
Melham Pauline
Publication year - 2019
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 - 10.1111/1467-9604.12235
Subject(s) - transition (genetics) , variety (cybernetics) , affect (linguistics) , psychology , autism , developmental psychology , medical education , pedagogy , medicine , biochemistry , chemistry , communication , artificial intelligence , computer science , gene
The article describes research into the factors that facilitate a smooth transition for young women with High Functioning Autism (HFA) as they move between secondary school and Sixth form or Further Education (FE) College. Semi‐structured interviews were conducted with four young women with HFA and, additionally, with four members of education staff responsible for supporting young women with HFA, across a variety of school and FE settings. This research revealed that transition planning focuses almost exclusively on academic progression and is likely to be an ad hoc collection of arrangements, which places an undue burden of organisation upon parents and carers. The data suggests that, in order for transition to be successful, it needs to be systematically planned over an extended time period and to take into account the social, organisational, employment and residential elements which affect an individual's educational experience. The evidence also points to the importance of ‘taster’ experiences to inform decisions and prepare students for impending change. The final recommendation arising is that support for these students should continue to be sustained after transition points, being reduced only as the students settle into their new environment.