Parental perceptions on the transition to secondary school for their child with autism

This study sought to explore the transition to and early experience of secondary school for students with autism from the perspective of their parents. It aimed to gather the parents ’ personal accounts of their views of the transition experience for their child and of their perceptions of both the positive and the negative factors inherent in the process of transition. There was an emphasis on seeking useful information for others from the parent’s perception, views and cho ices. Design/methodology/approach As parents were reporting on their own perceptions and also their child’s experiences, a qualitative exploratory descriptive method was required. Thematic analysis was used as a pragmatic method to report on the experiences, meanings and the reality of the tran sition to secondary school from a parent’s perspective (Braun and Clarke, 2012). Findings A variety of supports and strategies were described, Parents were unanimous in their emphasis of the importance of communication to them. Parents were concerned about secondary schools not fully understand ing the nature of autism, and the impact this can have on their child as an individual. Despite differing perceptions and views on the purpose or end product of secondary educations for their child, all the parents communicated a desire for their child to reach their potential and make progression w ithin the secondary school system. Research limitations/implications This was a small qualitative study with a self ...
Source: Advances in Autism - Category: Child Development Source Type: research