Why
Most research on transitioning to high school has focused on Autistic students moving between mainstream environments. There is a gap in our understanding of the experiences of Autistic students transitioning from autism-specific schools to mainstream environments. Better research in this area can lead to more targeted transition planning and support.
In this research study, we will explore the experiences and support requirements of Autistic students and their parents in the year following their transition from an autism-specific school to another school environment in Australia.
What are the experiences and support needs of Autistic students and their parents moving from Aspect primary schools to mainstream or other special education schools in Australia?
The research
What did we find?
The results taught us what parents valued and what was missing. Families shared that these supports helped them to have positive transitions:
Familiarisation with new school
- Getting the student familiar with their new surroundings before the transition
- Class visits and supported school visits
- Orientation half-days in the final year of primary school
- Supported transition days with a teacher present at the new school
- High school preparation booklet
Communication and collaboration
- Regular meetings with the staff and prospective high schools to ensure the right fit
- Detailed meetings with teachers and orientation sessions before starting at the new school
- Teacher recommendations and resources about prospective schools
- Collaboration and communication between Aspect and the new school
Practical skills and preparation
- Teaching the student how to manage their school bag before the transition (upon parent request)
- High school “taster” days organised by Aspect to help the student feel comfortable
- Actively preparing the student with academic work and daily laptop use
- Transition to High School course offered by Aspect
Documentation and information sharing
- Aspect teachers providing detailed documentation about the student for the new school
- Supporting documentation and discussions about school system options in NSW
- The class teacher at Aspect calling the high school with the student to document key information in an exercise book for the student and parents
Emotional and ongoing support
- Encouragement and confidence building from teachers and Aspect staff
- Continued communication with the student’s former teacher, who showed interest in their progress
- Suggestion for more ongoing consultation with teachers and the school in the first year after transitioning to high school
Making a difference
This study was conducted to support Aspect Education’s commitment to continuous improvement. The findings from this study will help staff understand how the transition to high school process at Aspect can be enhanced. The findings may also assist external service providers and school systems to implement key transition supports at this critical time.
Research team
Dr Abbey Love, Aspect Research Centre for Autism Practice (ARCAP)
Dr Vicki Gibbs, ARCAP
Dr Ru Ying Cai, ARCAP
Dr Chris Edwards, ARCAP
Started
2024
Ends
2025
Funding
Aspect