Transition support for students on the autism spectrum: a multiple stakeholder perspective

Abstract

Students on the autism spectrum often require support to navigate transitions from one educational setting to another. This study examined stakeholder perceptions about the transition supports that educators employ to support students on the autism spectrum to transition from one school setting to another. A non-matched Australia-wide sample of 167 educators, 680 parents and 142 education/ therapy specialists was surveyed. Results indicated that stakeholders had mixed perceptions about the transition supports employed by schools. Although most participants did indicate their school offered some type of transition support, educators and specialists reported significantly higher levels of transition support than did parents. Additionally, participants associated with special schools or autism-specific schools indicated more transitions supports than did those associated with mainstream school programmes. Results indicate a need for clarification among stakeholders regarding the provision of transition support and planning for students on the autism spectrum, improvements in monitoring of transition supports provided, and increased involvement and communication with parents and students on the autism spectrum to create transition plans and supports. In addition, further examination is needed of the relevance and effectiveness of transition supports employed, particularly in mainstream settings.

The transition to adulthood for autistic young people with additional learning needs: the views and experiences of education professionals in special schools

“…Autistic children and young people who are educated in special schools often have additional learning needs and therefore receive additional support compared to their mainstream peers. These differences in support have been recently documented during a particularly critical stage of the lives of autistic young people: as they transition to adulthood (see Bruck et al, 2021).…”

Autism Spectrum Disorder and Remote Learning: Parents’ Perspectives on Their Child’s Learning at Home

“…There is a need for more literature for parents looking to transition their child to homeschooling. Students with autism often go through stress in a new environment with unfamiliar expectations [3,4]. The current study shows students with autism transitioning to a new educational environment that included a communicative interdisciplinary team, strong parental involvement, and a curated educational environment that aligned to their needs.…”

“…These challenges can then bring on stress and concerns to parents [3]. Students with autism can experience anxiety from transitions because their routine behaviors have been disrupted [4]. Transitioning students to a new environment also requires them to develop new behaviors [4].…”

“…Students with autism can experience anxiety from transitions because their routine behaviors have been disrupted [4]. Transitioning students to a new environment also requires them to develop new behaviors [4]. Thus, preparing for a change in educational environment can reduce their anxiety.…”

Is transition an (adult) problem? – experiences of autistic students during the transition from primary to secondary school

“…The transition is characterised by a number of changes: new and often larger buildings, new and more teachers, higher workload, new classmates, new subjects, etc . In this context, research acknowledges that students with special needs and autistic students, in particular, are likely to encounter more difficulties during the transition than their peers without special needs (Humphrey and Lewis, 2008; Hebron, 2017; Leroux‐Boudreault and Poirier, 2017; Makin, Hill and Pellicano, 2017; Bruck, Webster and Clark, 2021).…”