Students with autism transitioning from primary to secondary schools: parents’ perspectives and experiences

ABSTRACT

The transition from primary to high school can be a challenging process for students with autism spectrum disorder (ASD). During this time, research-based practices like home–school collaboration are crucial in facilitating a smoother transition. However, existing research indicates that the transition from primary to high school is a period of anxiety and reduced support for students with ASD and their families. This article describes the experiences of parents of students with ASD in regard to this transition and home–school collaboration. Semi-structured interviews were carried out with 15 parents of children with ASD who attended mainstream government high schools in metropolitan Sydney. Through content analysis, parents were found to have received varying levels of transition support. Their experiences of home–school collaboration were, however, generally positive. Overall, it is recommended that parents’ knowledge of their children with ASD should be prioritised and utilised in transition planning. Findings also suggest that a greater implementation of practices including mandated transition planning and home–school collaboration in schools would contribute to more authentic inclusion of students with ASD.

KEYWORDS:

• Autism spectrum disorder
• inclusion
• research-based practices
• transition from primary to high school
• parents

Acknowledgements

The authors’ sincere gratitude belongs to (a) the participating carers and teachers of students with ASD, and (b) the principals of schools who supported us in recruiting the families.

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributors

Michelle Tso studied at the University of New South Wales. She graduated with a BA/BEd (Sec) (Hons) in 2015. Her research interests include inclusive education, school transitions for students with disabilities and the wellbeing of students with autism and their families.

Iva Strnadová works at the University of New South Wales, School of Education. Since 2005, Iva Strnadová has conducted more than twenty different research projects at national and international levels. She has published two professional studies books in the field of special education, co-authored eight other books, and co-edited two books. Prior to her academic career, Iva worked for 7 years with adults with intellectual disabilities and autism. Her ongoing research interests include transitions in the lives of people with disabilities, across the lifespan experiences of families caring for a child with a disability, the well-being of people with intellectual disabilities and autism, inclusive education and ageing with intellectual disabilities.

ORCiD

Iva Strnadová http://orcid.org/0000-0002-8513-5400

Additional information

Funding

This research received ethical approval from the University of New South Wales Human Research Ethics Committee [Approval #HC13021; SERAP Approval 2013076] within the UNSW research grant ‘Transitions of students with developmental disabilities: Fostering school-home partnerships’.