Autistic Student and Demands of Transition to Secondary School

By

ACKNOWLEDGEMENT

I am most thankful to my family colleagues and instructor for providing me assistance and guidance throughout the tenure of this research project. this research would not have been completed without their undue support.

DECLARATION

I declare that this study has not been published previously and represents my own work based on the secondary and the primary research analysis.

ABSTRACT

For children suffering from Autistic Spectrum disorder, transition from primary to secondary school is mostly a challenging task. Keeping in view this issue, the research aims to examine the major concerns in relation to anxiety of children, and education needs during the transition process. The research employed a survey interview method by carrying out structured research survey with the teachers and interviews with the children and parents. It was found that currently, children come across emotional issue while transiting to the secondary schools. They perceived the new system to be more challenging where they have to abide by new laws, make new friends, and ensure a higher academic performance. From the point of view of parents, this process is mainly challenging for the children due to the change in environment and more academic responsibility. it was found by the responses of the teachers that the schools follows the academic institutions policies and guidelines for special education in order to carry out an effective transition, however the staff is needed to be trained further to better understand and resolve the social and emotional issues of ASD student during transition.

ACKNOWLEDGEMENTII

DECLARATIONIII

ABSTRACTIV

CHAPTER 1: INTRODUCTION1

1.1 Background of the Issues1

1.2 Aims and Objectives1

1.3 Rationale of the Study2

1.4 Context of the Study2

CHAPTER 2: LITERATURE REVIEW3

2.1 Historical overview of Special Educational Needs Legislation and Inclusion3

2.2 Definitions and Implications of a diagnosis of an Autistic Spectrum Disorder3

2.3 An overview of the Social and Emotional Development For Children With Autism4

2.4 The Implications of Personalised and Standardised Curriculum5

2.5 The Implications for Practice Managing Transitions for Pupils With Autism5

CHAPTER 3: METHODOLOGY7

3.1 Methodology7

3.2 Participants and Setting7

3.3 Data Collection8

3.4 Sampling8

3.5 Instrumentation9

3.6 Data Analysis9

CHAPTER 4: FINDINGS AND ANALYSIS11

4.1Introduction11

4.2 Survey Results12

4.2.1 Gender12

4.2.2 Attending Mainstream Classes12

4.2.3 Access to specialist classes13

4.2.4 Attending the Unit Regularly14

4.2.5 Most Stressful Factor for the Students15

4.2.6 Effectiveness of Transition Process16

4.2.7 Institution following Policy Guidelines16

4.2.8 Providing Information to Parents about the impact of transition17

4.2.9 Training to the Staff18

4.2.10 Safe place for Students during Stress19

4.3 Results from the Open Ended Questions19

4.3.1 Theme 1: Curriculum20

4.3.2 Theme 2: Knowledge20

4.3.3 Theme 3: Resources20

4.3.4 Theme 5: Vocational Rehabilitation21

4.3.5 Theme 6: Lack of planning21

4.4 Interview results with the Children- Emotional and Social Perception22

4.4.1 Perception of Young people about their New School22

4.4.2 Expectation from the New School22

4.4.3 Help of parents during School Transition22

4.4.4 Emotional and Physical Challenges22

4.4.5 Social Challenges23

4.4.6 Academic Challenges23

4.5 Summary of the Findings23

CHAPTER 5: CONCLUSION AND DISCUSSION24

5.1 Implications for Social Change24

5.2 Recommendation for Action24

5.3 Recommendations for Further Study25

5.4 Conclusions26

REFERENCES28

Interview Questions33

CHAPTER 1: INTRODUCTION

1.1 Background of the Issues

Over the recent years, the number of children being diagnosed with Autism Spectrum Disorders has increased. Statistics show one in a 100 children have been diagnosed with ...