Transition: For young children with autism
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Authors
Issue Date
2025
Educational Level
ISCED Level 0 Early Years Education
ISCED Level 1 Primary Education
ISCED Level 1 Primary Education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Context: The study examines the transition process for young children with autism, specifically within the context of a mainstream primary school. It highlights the significance of understanding the multi-faceted nature of transition, which can be seen as moving in, moving through, and moving on, to effectively address the inclusion of children with special educational needs and disabilities (ISEND).
Aims: The primary aim of the research is to investigate how the theory of transition can serve as a framework for planning the educational journey of young children with autism. By exploring the different stages of transition, the study seeks to enhance the understanding and implementation of effective transition strategies tailored for this demographic.
Methods: The research adopts an action research approach, which involves cycles of planning, acting, observing, and reflecting. The study is divided into two cycles, each focusing on incremental refinements of the research question and methodologies based on previous findings. Ethical consent was obtained from participants to ensure anonymity in the data presentation.
Findings: The pupil responded positively to structured activities, including visual aids and one-to-one sessions. These interventions helped the child express concerns, build relationships, and feel safe in the new environment. The transition was smooth, and the pupil demonstrated increased confidence and engagement. The study also highlighted the importance of early planning, parental involvement, and staff collaboration.
Implications: The insights generated from this research may inform practitioners about the relevance of structured transition frameworks in supporting young children with autism. Other educators might consider exploring similar frameworks for planning transitions, as the study illustrates the potential benefits of carefully planned approaches tailored to individual needs. The systematic analysis could encourage further exploration and adaptation of transition practices in various educational contexts for children with special educational needs and disabilities.
Aims: The primary aim of the research is to investigate how the theory of transition can serve as a framework for planning the educational journey of young children with autism. By exploring the different stages of transition, the study seeks to enhance the understanding and implementation of effective transition strategies tailored for this demographic.
Methods: The research adopts an action research approach, which involves cycles of planning, acting, observing, and reflecting. The study is divided into two cycles, each focusing on incremental refinements of the research question and methodologies based on previous findings. Ethical consent was obtained from participants to ensure anonymity in the data presentation.
Findings: The pupil responded positively to structured activities, including visual aids and one-to-one sessions. These interventions helped the child express concerns, build relationships, and feel safe in the new environment. The transition was smooth, and the pupil demonstrated increased confidence and engagement. The study also highlighted the importance of early planning, parental involvement, and staff collaboration.
Implications: The insights generated from this research may inform practitioners about the relevance of structured transition frameworks in supporting young children with autism. Other educators might consider exploring similar frameworks for planning transitions, as the study illustrates the potential benefits of carefully planned approaches tailored to individual needs. The systematic analysis could encourage further exploration and adaptation of transition practices in various educational contexts for children with special educational needs and disabilities.
Description
Keywords (free text)
inclusion, special educational needs and disabilities (SEND) , mainstream primary , transition , Schlossberg's transition theory (moving in-moving through-moving on).