The transition from primary to secondary school: perspectives of students with autism spectrum disorder and their parents

    Research output: Contribution to journalArticle

    4 Citations (Scopus)

    Abstract

    The perspectives of students with an autism spectrum disorder (ASD) during the period of transition from mainstream primary to mainstream secondary school are under-researched. This paper reports a longitudinal investigation into the feelings, expectations and experiences of nine students and their parents during such a period. Employing student and parent perspectives, students’ expectations of the move to secondary school were generally negative; there was a combination of positive and negative feelings prior to the move; and their experience of the move was better than expected. Findings are considered in the context of the literature on transition for the general student population and the restricted literature for students with autism spectrum disorder. Comparisons are drawn between the students’ and parents’ perspectives of transition experiences and support. Limitations of the research are considered. Implications for policy makers, professionals and researchers are discussed.
    Original languageEnglish
    Pages (from-to)145-160
    Number of pages16
    JournalInternational Journal of Special Education
    Volume28
    Issue number1
    Publication statusPublished - 2013

    Fingerprint

    autism
    secondary school
    parents
    Parents
    Students
    student
    Emotions
    experience
    Autism Spectrum Disorder
    Administrative Personnel
    Research Personnel
    Research
    Population

    Cite this

    @article{6220d8d8439d465c98cbdbe8ebd87d24,
    title = "The transition from primary to secondary school: perspectives of students with autism spectrum disorder and their parents",
    abstract = "The perspectives of students with an autism spectrum disorder (ASD) during the period of transition from mainstream primary to mainstream secondary school are under-researched. This paper reports a longitudinal investigation into the feelings, expectations and experiences of nine students and their parents during such a period. Employing student and parent perspectives, students’ expectations of the move to secondary school were generally negative; there was a combination of positive and negative feelings prior to the move; and their experience of the move was better than expected. Findings are considered in the context of the literature on transition for the general student population and the restricted literature for students with autism spectrum disorder. Comparisons are drawn between the students’ and parents’ perspectives of transition experiences and support. Limitations of the research are considered. Implications for policy makers, professionals and researchers are discussed.",
    author = "Hannah, {Elizabeth F.} and Keith Topping",
    year = "2013",
    language = "English",
    volume = "28",
    pages = "145--160",
    journal = "International Journal of Special Education",
    issn = "0827-3383",
    publisher = "International Journal of Special Education",
    number = "1",

    }

    TY - JOUR

    T1 - The transition from primary to secondary school

    T2 - perspectives of students with autism spectrum disorder and their parents

    AU - Hannah, Elizabeth F.

    AU - Topping, Keith

    PY - 2013

    Y1 - 2013

    N2 - The perspectives of students with an autism spectrum disorder (ASD) during the period of transition from mainstream primary to mainstream secondary school are under-researched. This paper reports a longitudinal investigation into the feelings, expectations and experiences of nine students and their parents during such a period. Employing student and parent perspectives, students’ expectations of the move to secondary school were generally negative; there was a combination of positive and negative feelings prior to the move; and their experience of the move was better than expected. Findings are considered in the context of the literature on transition for the general student population and the restricted literature for students with autism spectrum disorder. Comparisons are drawn between the students’ and parents’ perspectives of transition experiences and support. Limitations of the research are considered. Implications for policy makers, professionals and researchers are discussed.

    AB - The perspectives of students with an autism spectrum disorder (ASD) during the period of transition from mainstream primary to mainstream secondary school are under-researched. This paper reports a longitudinal investigation into the feelings, expectations and experiences of nine students and their parents during such a period. Employing student and parent perspectives, students’ expectations of the move to secondary school were generally negative; there was a combination of positive and negative feelings prior to the move; and their experience of the move was better than expected. Findings are considered in the context of the literature on transition for the general student population and the restricted literature for students with autism spectrum disorder. Comparisons are drawn between the students’ and parents’ perspectives of transition experiences and support. Limitations of the research are considered. Implications for policy makers, professionals and researchers are discussed.

    M3 - Article

    VL - 28

    SP - 145

    EP - 160

    JO - International Journal of Special Education

    JF - International Journal of Special Education

    SN - 0827-3383

    IS - 1

    ER -