Perceptions on the primary-secondary school transition from French students with Autism Spectrum Disorder and their parents. Issue 2 (14th March 2020)

• Record Type: Journal Article
• Authors: Richter, Mechthild; Flavier, Eric; Popa-Roch, Maria; Clément, Céline
• Is Part Of: European journal of special needs education. Volume 35:Issue 2(2020)
• Page Start: 171
• Page End: 187
• Publication Date: 2020-03-14
• Subjects: Autism Spectrum Disorder -- transition -- secondary school -- France -- inclusive education; Special education -- Europe -- Periodicals; 371.905
• DOI: 10.1080/08856257.2019.1643145
• Languages: English
• ISSNs: 0885-6257

Abstract

ABSTRACT: The transition from primary to secondary school is a challenge, particularly for students with Autism Spectrum Disorder (ASD). International studies report the perceptions and experiences of different involved stakeholders during the primary-secondary transition in this specific context. Since the 1980s, the French education system has put in place mechanisms to promote inclusive education.The research takes place in this context in order to contribute to the corpus of international studies. French students with ASD and their parents were interviewed about their perceptions and experiences regarding the transition. The semi-structured interviews were analysed through qualitative content analysis. The findings identify the perceptions of the different participants, as well as useful strategies and typical obstacles. However, the uniqueness of each case does not allow for one-size-fits-all recommendations, but rather to tailor the transition planning and procedure for each involved stakeholder.