Autistic Student and Demands of Transition to Secondary School

[Name of the institute]

ABSTRACT

The process of transition from primary to secondary school is mostly challenging due to the lack of consideration for the individual requirement of the autistic students. Keeping in view this issue, the aim of this research is to examine the social and emotional demands of the autistic children when transiting from primary to secondary school. The research will employ a field work method by using the interview survey design. The interviews will be conducted with the children and the staff to determine how well the needs of students are catered during the process of transition. A convenience sampling of 15 teaching staff and 15 children will be selected and interviews will be conducted. This research will facilitate the academic as well as the psychological research and will examine the best practices that can be adopted in ensuring an effective transition process.

ABSTRACTii

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 Disorder4

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

REFERENCES7

Interview Questions11

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 autism (Office of National Statistics, 2005). Autism is listed as the main primary need on statements of special educational needs within schools and this has increased to 5% since 2011 (DfES,2011). A high number of children with autism are educated within mainstream settings, 71% attend a mainstream setting and 29% attend specialist provisions (DfES, 2012). The academic institutions may not understand the complexities of autism. This is evidenced within research (Andron, 2001&Hesmondhalgh and Breaky, 2001).

An educational setting which does not understand pupils with individual autism needs may lead to misunderstandings and even inappropriate treatment. Autistic pupils have different perceptions of the world along with biological disposition contributing to the risk of mental health issues (Smith-Myles and Andreon, 2001). This research aims to explore how settings support children with autism transitioning to secondary school and meeting their social and emotional needs. Transition from primary to secondary school has been a major concern in relation to the anxiety of children, lack of progression, under achievement and the spiral education needs. The past studies have over depended on data from professional research and treated all SEN as similar to each other. However it is important to collect data from the children with antilock spectrum disorder adopting a more comprehensive study methodology. This is the reason why this study has been undertaken to determine the major barriers to effective transition and the strategies to effectively cope with these barriers.

1.2 Aims and Objectives

To explore issues and dilemmas faced in ...