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Transitions for Students With Intellectual Disability and/or Autism Spectrum Disorder: Carer and Teacher Perspectives*

Published online by Cambridge University Press:  04 May 2016

Iva Strnadová Open the ORCID record for Iva Strnadová [Opens in a new window] ,
Therese M. Cumming Open the ORCID record for Therese M. Cumming [Opens in a new window]  and
Joanne Danker
Iva Strnadová*
Affiliation:
School of Education, UNSWAustralia
Therese M. Cumming
Affiliation:
School of Education, UNSWAustralia
Joanne Danker
Affiliation:
School of Education, UNSWAustralia
*
Correspondence: Iva Strnadová, School of Education, University of New South Wales, Sydney, NSW 2052, Australia. Email: i.strnadova@unsw.edu.au
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Abstract

Schooling transitions are often challenging experiences for students with intellectual disability and/or autism spectrum disorder (ID/ASD), their families, and their teachers. Transition processes, particularly planning, can facilitate successful transitions from primary to secondary schools, and to postschool settings. Bronfenbrenner's ecological model served as a theoretical framework to examine parents’ and teachers’ experiences with transitions for students with ID/ASD attending special schools. The authors interviewed 14 carers and 13 teachers of students with ID/ASD attending special government schools in New South Wales. The interviews were analysed using content analysis. The findings of this small-scale Australian study indicate that although transition practices varied widely by school, both parents and teachers perceived that more can be done to support students with ID/ASD during these times. School–home collaboration and access to information about postschool settings were areas that were emphasised by both groups. Furthermore, the lack of student involvement in transition meetings was of great concern, given that student-focused planning is a well-established evidence-based transition practice. The processes that are implemented to support students with ID/ASD require closer scrutiny, as results revealed inconsistencies in transition planning across schools, and both parents and teachers suggested ways to strengthen transition processes.

Keywords

transitionsintellectual disabilityautism spectrum disordercarers’ and teachers’ experiencesBronfenbrenner's ecological model
Type
Original Articles
Information
Australasian Journal of Special Education , Volume 40 , Issue 2 , December 2016 , pp. 141 - 156
Copyright
Copyright © The Author(s) 2016 

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Footnotes

*

This manuscript was accepted under the Editorship of Umesh Sharma.

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