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

Transition from primary to secondary school 91

The experience of transition from students, parent
and teacher perspectives

Thematic analysis resulted in six main themes (as presented in Figure 7.2) that were
judged to encapsulate and reflect the experiences of participants during the transition
to secondary school. These themes are considered in turn and discussed in relation to
the PSSM findings in order to provide a comprehensive picture of the issues encoun-
tered during transition in relation to satisfaction with school and social inclusion.

Transition planning and management

Transition planning

Where transition worked well, there was a bespoke transition package in place that
was negotiated between primary and secondary schools as well as parents and stu-
dents. All students were involved in the transition open days, and this enabled them
to meet new peers and experience lessons. In addition, the majority of students
had additional visits that permitted further familiarisation and also the opportunity
to explore more specific concerns. Students valued transition books (with their
timetable, photographs of teachers, and maps) as well as being able to explore their
new school while the building was empty. One parent reflected immediately post-
transition: ‘He was right in the middle of the hustle and bustle and buying his food and
doing his thing and he was absolutely at home ... usually he’s the one that’s got all the strug-
gling.’ For those students requiring the support of a teaching assistant, it was rarely
possible to meet the member of staff in advance, and this was a source of anxiety

PRIMARY TO

SECONDARY

SCHOOL

TRANSITION

TRANSITION–

PLANNING AND

MANAGEMENT

ATTITUDE

TOWARDS

SCHOOL

AUTISM

RELATIONSHIPS

COMMUNICATION SUPPORT

FIGURE 7.2 A graphic representation of the main themes from the thematic analysis