A qualitative study of specialist schools’ processes of eliciting the views of young people with autism spectrum disorders in planning their transition to adulthood

Abstract

Government legislation and research literature highlight the importance of the participation of pupils with autistic spectrum disorders (ASD) in planning for their transition to adulthood. However, effective processes which enable their participation are under-researched. In this study, nine teaching staff from two specialist schools in the north-west of England were interviewed and a transition meeting was observed in one school to explore these processes. Analyses indicate that in both schools, enabling the participation of young people with ASD in the planning for their transition to adulthood involves three phases and is underpinned by a person-centred ethos. Although the processes were perceived to be effective, the participation of pupils varied between schools. Final decisions still tend to be made by schools and the local authority due to limited external resources. The implications of these findings are discussed.

Exploring Anxiety at Home, School, and in the Community Through Self‐Report From Children on the Autism Spectrum

“…In summary, there is increased recognition of the elevated prevalence of anxiety in individuals on the autism spectrum, but to date, the majority of research on this topic has focused upon parent‐report and predominantly uses standardized questionnaires designed to document levels of anxiety symptomatology. The slow but increasing recognition of the obligation on researchers and professionals to reduce reliance on researcher‐created questionnaires and to develop and use different means of gaining the views of all participants to supplement standardized questionnaires, regardless of their age or abilities [Fayette & Bond, ], have resulted in studies beginning to use alternative approaches to further the available knowledge about the nature of anxiety and to provide important insights from individuals on the autism spectrum. Some examples of such approaches include Joyce, Honey, Leekam, Barrett, and Rodgers [] who triangulated standardized questionnaires with interviews and drawings of experiences, and Rodgers, Herrema, Honey, and Freeston [] who used daily diary templates alongside standardized questionnaires.…”

Barriers faced when eliciting the voice of children and young people with special educational needs and disabilities for their Education, Health and Care Plans and Annual Reviews

“…Being confident in decision‐making during formal processes such as reviews is only possible if children and young people are given daily opportunities for decision‐making and the importance of their choices is highlighted to them throughout their time at school (Fayette & Bond, 2018). This includes decisions such as what foods to eat or activities to engage in, which then supports their confidence to engage in decisions that impact the wider community.…”

“…Despite the research on barriers to participation, there is a lack of empirical research to support SEND practitioners in managing the high workloads and stress associated with their role (Fayette & Bond, 2018; Hellawell, 2015). Given the scarcity of empirical research to support professionals working in this area, it is important to hear the perspective of those who elicit the voice of children and young people with SEND on a daily basis.…”

The experience of transitioning to adulthood for young people on the autistic spectrum in theUK: a framework synthesis of current evidence using an Ecosystemic model

“….' (Fayette and Bond, 2018). For professionals, this meant knowing students' interests and communication style, developing a relationship and prioritising the ambitions of young people within the planning process (Crane et al, 2021b;Mitchell and Beresford, 2014).…”

“…Development of independence. Independence was framed within the research as a key developmental task of the transition to adulthood (Fayette and Bond, 2018;Goana et al, 2019;Lambe et al, 2019). Young people discussed their desire for greater independence and the development of related skills including finances, transport and decisionmaking (Goana et al, 2019;Lambe et al, 2019).…”