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Autistic Spectrum Disorders and Primary-Secondary Transition

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Title: Autistic Spectrum Disorders and Primary-Secondary Transition
Language: English
Authors: Jindal-Snape, D., Douglas, W., Topping, K. J., Kerr, C., Smith, E. F.
Source: International Journal of Special Education. 2006 21(2):18-31.
Availability: International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationaljournalofspecialeducation.com
Peer Reviewed: Y
Page Count: 14
Publication Date: 2006
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Secondary Education
Descriptors: Educational Needs, School Activities, Social Integration, Autism, Young Adults, Elementary Secondary Education, Anxiety, Special Needs Students, Case Studies, Transitional Programs, Parent Attitudes, Program Evaluation, Stakeholders, Staff Development, Counselor Attitudes, Teacher Attitudes, Foreign Countries, Interviews, Content Analysis
Geographic Terms: United Kingdom (Scotland)
ISSN: 0827-3383
Abstract: Transition from primary to secondary school has been a focus of concern regarding pupil anxiety, social integration, lack of progression and under-achievement, particularly for children/young people with special educational needs (SEN). Previous studies often over-depended on data from professionals and treated all SEN as similar. This study gathered data specifically from children/young people with autistic spectrum disorders and their parents (contrasting this with the views of professionals), adopting a more intensive case study methodology. A large number of transition support arrangements were identified. In 4/5 cases the arrangements were delayed and/or incomplete, with a number of specific problems. Despite the size and complexity of their new school, the children/young people were positive about transition, but wanted real inclusion in school activities. Parental evaluations of transition arrangements were considerably lower than those of professionals. Stakeholder perceptions of what worked and did not work were contrasted. Commonalities and differences in the relevant development needs of school staff were identified. Implications for future research, policy and practice are explored. (Contains 7 tables.)
Abstractor: As Provided
Number of References: 24
Entry Date: 2009
Accession Number: EJ843602
Database: ERIC
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  Data: Autistic Spectrum Disorders and Primary-Secondary Transition
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Special+Education%22"><i>International Journal of Special Education</i></searchLink>. 2006 21(2):18-31.
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  Data: International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationaljournalofspecialeducation.com
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  Data: 14
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22United+Kingdom+%28Scotland%29%22">United Kingdom (Scotland)</searchLink>
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  Data: 0827-3383
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  Data: Transition from primary to secondary school has been a focus of concern regarding pupil anxiety, social integration, lack of progression and under-achievement, particularly for children/young people with special educational needs (SEN). Previous studies often over-depended on data from professionals and treated all SEN as similar. This study gathered data specifically from children/young people with autistic spectrum disorders and their parents (contrasting this with the views of professionals), adopting a more intensive case study methodology. A large number of transition support arrangements were identified. In 4/5 cases the arrangements were delayed and/or incomplete, with a number of specific problems. Despite the size and complexity of their new school, the children/young people were positive about transition, but wanted real inclusion in school activities. Parental evaluations of transition arrangements were considerably lower than those of professionals. Stakeholder perceptions of what worked and did not work were contrasted. Commonalities and differences in the relevant development needs of school staff were identified. Implications for future research, policy and practice are explored. (Contains 7 tables.)
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  Data: 2009
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  Data: EJ843602
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      – SubjectFull: Educational Needs
        Type: general
      – SubjectFull: School Activities
        Type: general
      – SubjectFull: Social Integration
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      – SubjectFull: Autism
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      – SubjectFull: Young Adults
        Type: general
      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: Anxiety
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      – SubjectFull: Special Needs Students
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      – SubjectFull: Case Studies
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      – SubjectFull: Transitional Programs
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      – SubjectFull: Parent Attitudes
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      – SubjectFull: Program Evaluation
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Content Analysis
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      – SubjectFull: United Kingdom (Scotland)
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