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

Autor/inn/en	Strnadova, Iva; Cumming, Therese M.; Danker, Joanne
Titel	Transitions for Students with Intellectual Disability and/or Autism Spectrum Disorder: Carer and Teacher Perspectives
Quelle	In: Australasian Journal of Special Education, 40 (2016) 2, S.141-156 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1030-0112
Schlagwörter	Foreign Countries; Intellectual Disability; Autism; Pervasive Developmental Disorders; Special Schools; Transitional Programs; Primary Education; Secondary Education; Ecology; Models; Caregiver Attitudes; Parent Attitudes; Interviews; Content Analysis; Family School Relationship; Access to Information; After School Programs; Student Participation; Evidence Based Practice; Program Implementation; Program Evaluation; Educational Planning; Australia + Suchen Sie Ihr Suchwort? Ausland; Intellect; Disability; Disabilities; Verstand; Behinderung; Autismus; Special school; Sonderschule; Primarbereich; Sekundarbereich; Ökologie; Analogiemodell; Elternverhalten; Interviewing; Interviewtechnik; Inhaltsanalyse; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Programme evaluation; Programmevaluation; Bildungsplanung; Australien
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 fndings 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01