Transitioning Primary School Students with Autism Spectrum Disorder from a Special Education Setting to a Mainstream Classroom: Successes and Difficulties

Autor/inn/en	Martin, Tara; Dixon, Roselyn; Verenikina, Irina; Costley, Debra
Titel	Transitioning Primary School Students with Autism Spectrum Disorder from a Special Education Setting to a Mainstream Classroom: Successes and Difficulties
Quelle	In: International Journal of Inclusive Education, 25 (2021) 5, S.640-655 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dixon, Roselyn) ORCID (Verenikina, Irina) ORCID (Costley, Debra)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2019.1568597
Schlagwörter	Elementary School Students; Students with Disabilities; Autism; Pervasive Developmental Disorders; Children; Student Adjustment; Transitional Programs; Individualized Education Programs; Mainstreaming; Inclusion; Regular and Special Education Relationship; Classroom Environment; Program Effectiveness; Barriers; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Autismus; Child; Kind; Kinder; Adjustment; Adaptation; Individualized education program; Individualisierendes Lernen; Inklusion; Klassenklima; Unterrichtsklima; Ausland; Australien
Abstract	Students with Autism Spectrum Disorders (ASD) are increasingly being educated in mainstream classroom environments. Commonly students commence their education in a segregated setting, transitioning to mainstream education after a process of skills development. For each student, transition is a unique and complex process. In NSW Australia, Autism Spectrum Australia (Aspect) offers a satellite classroom placement, in which students are provided with specialised education with the goal of future transition supported by the Aspect transition programme. This article examines the successes and difficulties experienced by three primary school students who transitioned from an Aspect satellite classroom to a mainstream classroom environment during primary school. Utilising Rogoff's sociocultural framework, it analyses the transition process from the perspective of personal, interpersonal, institutional and cross-institutional contexts. Results identified several factors that facilitated successful transition, including careful pre-transition preparation, adequate cross-institutional communication, and the adoption of appropriate strategies in the receiving school. However, it was acknowledged that there were difficulties which students encountered at all levels of their context. This research adds to the scarce research literature on factors influencing transition to a mainstream setting for students with ASD. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01