Perceptions on the primary-secondary school transition from French students with Autism Spectrum Disorder and their parents

The transition from primary to secondary school is a challenge, particularly for students with Autism Spectrum Disorder (ASD). International studies report the perceptions and experiences of different involved stakeholders during the primary-secondary transition in this specific context. Since the 1...

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Bibliographic Details
Published in:European journal of special needs education 2020-03, Vol.35 (2), p.171-187
Main Authors: Richter, Mechthild, Flavier, Eric, Popa-Roch, Maria, Clément, Céline
Format: Article
Language:English
Subjects:
Academic Achievement
Autism
Autism Spectrum Disorder
Content analysis
Education
Elementary School Students
Foreign Countries
France
Homework
Humanities and Social Sciences
Inclusion
inclusive education
Mainstreaming
Parent Attitudes
Peer Acceptance
Perceptions
Personal Autonomy
Pervasive Developmental Disorders
Preadolescents
secondary school
Secondary School Students
Secondary schools
Stakeholders
Stress Variables
Student Adjustment
Student Attitudes
Students
Students with Disabilities
Teacher Role
transition
Uniqueness
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Summary:The transition from primary to secondary school is a challenge, particularly for students with Autism Spectrum Disorder (ASD). International studies report the perceptions and experiences of different involved stakeholders during the primary-secondary transition in this specific context. Since the 1980s, the French education system has put in place mechanisms to promote inclusive education.The research takes place in this context in order to contribute to the corpus of international studies. French students with ASD and their parents were interviewed about their perceptions and experiences regarding the transition. The semi-structured interviews were analysed through qualitative content analysis. The findings identify the perceptions of the different participants, as well as useful strategies and typical obstacles. However, the uniqueness of each case does not allow for one-size-fits-all recommendations, but rather to tailor the transition planning and procedure for each involved stakeholder.
ISSN:0885-6257
1469-591X
DOI:10.1080/08856257.2019.1643145