Transitioning on from Secondary School for Autistic Students: A Systematic Review

White, Louise M.; Adams, Dawn; Simpson, Kate; Malone, Stephanie A.

doi:10.1089/aut.2023.0193

Cited by 2 publications

(5 citation statements)

References 123 publications

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“…However, it is important to note that the voices of parents and school staff are absent from the findings of this study. Earlier research has shown that partnership between home and school is key to transition success and that the best outcomes for autistic young people transitioning to post-school life are achieved when home and school collaboratively empower them to lead their own transition journey [7]. When there is a disconnect between stakeholders, transition planning is less effective and can lead to poorer outcomes [22].…”

Section: Limitations and Future Directionsmentioning

confidence: 99%

“…Sci. 2024, 14, 576 2 of 17 secondary school to post-school life [7]. However, it is widely known that the provision of autism-specific, affirming supports can improve the lives of autistic people [4].…”

Section: Introductionmentioning

confidence: 99%

“…It also may not include supports that are flexible, appropriate, or effective [26]. Clearly, there is more to learn about how to plan to effectively support autistic young people as they transition on from secondary school and into post-school life [7].…”

Section: Introductionmentioning

confidence: 99%

“…Autistic people are experts in their own experience who provide rich contributions and insights into experiences [27,28]. However, autism research sometimes fails to truly describe autistic life experiences [29], and, within the current body of research examining autistic students' transition to postschool life, the views of autistic people are not always presented [7]. Furthermore, it is known that autism research co-designed with autistic people enables the gathering of knowledge that more authentically presents autistic experiences [30].…”

Section: Introductionmentioning

confidence: 99%

“…Furthermore, it is known that autism research co-designed with autistic people enables the gathering of knowledge that more authentically presents autistic experiences [30]. However, research on autistic students' transition to post-school life shows little to no evidence of consideration of community members in research design and conduct [7]. As such, to improve the effectiveness of the support provided to autistic young people as they transition to postschool life, co-produced research that documents the views of autistic adults who have experienced this transition is needed.…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Autistic Adults’ Reflections on What Supported Their Transitioning from Secondary School

White,

Simpson,

Malone

et al. 2024

Education Sciences

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Identifying ways to improve transition support for autistic students exiting secondary school is an important research priority. However, few studies have consulted with autistic/autism community members to identify how to make this support effective. This co-produced study asked autistic adults to reflect on their own transition, with the aim of identifying what was helpful and effective in supporting their transitioning from secondary school. It also aimed to identify whether there were any differences for students from non-metropolitan areas. Ten autistic adults participated in semi-structured interviews conducted online or via telephone. Interview data were analysed using thematic analysis, which generated two themes: (1) accessing opportunities that supported decision making and (2) being able to develop the “skills of adulthood”. The findings suggest the importance of supporting all autistic students to explore multiple pathways to make well-informed post-school decisions. A holistic approach is needed to support autistic students in developing the logistical skills and independence needed to succeed in post-school life. This approach should include guidance from autistic role models. For autistic young people attending non-metropolitan schools, the impact of local cultures and additional logistical barriers indicate that they may need further tailored support to aid their transition to adulthood.

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Section: Limitations and Future Directionsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%