Parental Perspectives of Students with Autism Spectrum Disorders Transitioning from Primary to Secondary School in the United Kingdom

Autor/inn/en	Dillon, Gayle Victoria; Underwood, Jean D. M.
Titel	Parental Perspectives of Students with Autism Spectrum Disorders Transitioning from Primary to Secondary School in the United Kingdom
Quelle	In: Focus on Autism and Other Developmental Disabilities, 27 (2012) 2, S.111-121 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-3576
DOI	10.1177/1088357612441827
Schlagwörter	Grounded Theory; Autism; Focus Groups; Peer Acceptance; Pervasive Developmental Disorders; Mainstreaming; Transitional Programs; Foreign Countries; Elementary Schools; Secondary Schools; Parent Attitudes; Parents; Friendship; United Kingdom + Suchen Sie Ihr Suchwort? Autismus; Ausland; Elementary school; Grundschule; Volksschule; Sekundarschule; Elternverhalten; Eltern; Freundschaft; Großbritannien
Abstract	Transferring from mainstream primary to secondary school can be especially problematic for children with an autism spectrum disorder. Two groups of parents (nine pretransition and six posttransition parents) contributed to this 15-month-long study. Perceptions of the pretransition group were captured through focus groups and in-depth interviews at three critical times: before transition, one term in, and after a full year of secondary schooling. The posttransition group provided retrospective perceptions. The data, coded using a grounded theory approach, confirmed that transition was problematic in the first year, although there were signs of integration by the second year of secondary school. The establishment of friendship groups and peer acceptance appeared to be the key criteria for successful transition. (Contains 3 tables.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10