Parental perspectives on the transition to secondary school for students with Asperger syndrome and high‐functioning autism: a pilot survey study. (March 2016)

• Record Type: Journal Article
• Authors: Peters, Rachel; Brooks, Rob
• Is Part Of: British journal of special education. Volume 43:Number 1(2016:Mar.)
• Page Start: 75
• Page End: 91
• Publication Date: 2016-03
• Subjects: Asperger syndrome -- high‐functioning autism -- school transition -- anxiety -- school support; Special education -- Great Britain -- Periodicals; 371.9
• DOI: 10.1111/1467-8578.12125
• Languages: English
• ISSNs: 0952-3383

Abstract

Abstract : The transition to secondary school is a common cause of stress and anxiety, which can be exacerbated by the innate characteristics associated with Asperger syndrome (AS) and high‐functioning autism (HFA). This study aimed to explore experiences of the transition to secondary school for students with AS/HFA from the parental perspective. Seventeen parents of children with AS/HFA from the north of England completed an online questionnaire about their child's school transitional experience. Responses indicated that there were a number of factors that influenced the experiences of pupils with AS/HFA at school and the preceding transition, including anxiety, bullying, friendship and support at school. Girls with AS/HFA presented with unique issues not commonly seen in the male dominated condition. The transition to secondary school was seen to encompass a number of difficulties for students with AS/HFA. Health and educational services can learn from the experiences explored in this survey in order to inform future practice.