Secondary transition experiences for pupils with Autistic Spectrum Conditions (ASCs)

Abstract

This research explored the views and experiences of key stakeholders regarding inclusion into secondary phase schooling for pupils with Autistic Spectrum Conditions (ASCs). Six Year 6 pupils met the criteria for admission to a mainstream secondary school with attached specialist provision for ASCs. Three pupils transferred to this school, whilst three transferred to their local mainstream secondary school. Qualitative methodology was used to collect views and experiences both before and after transition. Interviews were recorded and transcribed and data analysed using a form of thematic analysis. Emerging categories and themes provided several indicators for good practice regarding the transition of this group of pupils. Further study will establish the consistency of these factors within other contexts and settings.

Keywords:

• Autistic Spectrum Conditions (ASCs)
• qualitative methodology
• thematic analysis
• transition

Acknowledgement

I would like to thank Dawn Male of the Institute of Education for all her support and advice.