Supporting Social Inclusion for Students with Autism Spectrum Disorders Insights from Research and Practice

Transition from primary to secondary school 87

Study Setting N Design Data
collection

Respondents

Hannah, E. F., and Topping,
K. J. (2012). Anxiety levels
in students with autism
spectrum disorder: Making
the transition from primary
to secondary school.
Education and Training in
Autism and Developmental
Disabilities, 47, 198–209.

Scotland 8 Quant Pre/Post Students

Tobin, H., Staunton, S.,
Mandy, W., Skuse, D.,
Helligreil, J., Baykaner,
O.,... Murin, M. (2012).
A qualitative examination
of parental experiences
of the transition to
mainstream secondary
school for children with an
autism spectrum disorder.
Educational and Child
Psychology, 29, 72–83.

England 7 Qual Pre/Post Parents

Dann, R. (2011). Secondary
transition experiences
for pupils with autistic
spectrum conditions
(ASCs). Educational
Psychology in Practice, 27,
293–312.

England 6 Qual Pre/Post Students,

parents and

teachers

Jindal-Snape, D., Douglas, W.,
Topping, K. J., Kerr, C.,
and Smith, E. F. (2006).
Autistic spectrum disorders
and primary-secondary
transition. International
Journal of Special Education,
21 (2), 18–31.

Scotland 5 Qual Pre Students,

parents and

professionals

The studies are all recent, conducted in the UK, with relatively small sample sizes,
and a range of methodologies, designs and respondents used. While this represents
considerable variation, there are a number of common themes in the findings which

TABLE 7.1 Studies focusing on the primary to secondary school transition of young people
with Autism (continued)