154
views
0
recommends
+1 Recommend
2 collections
    3
    shares
      • Record: found
      • Abstract: found
      • Article: found

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

      Advances in Autism
      Emerald Publishing Limited
      Autism, Autism spectrum disorder, Transition, Qualitative, Secondary school, Parent

      Read this article at

      ScienceOpenPublisher
          There is no author summary for this article yet. Authors can add summaries to their articles on ScienceOpen to make them more accessible to a non-specialist audience.

          Abstract

          Purpose The purpose of this paper is 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 choices. 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 transition 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 understanding 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 progress within the secondary school system. Research limitations/implications This was a small qualitative study with a self-selected group of parents in the Republic of Ireland, with fathers underrepresented. It did not take any account from any other stakeholders or the students themselves. Practical implications Parents would benefit from more practical support and communication during this time in the child’s education. Their recommendations and personal experiences may serve as a useful reference point for parents preparing for this time in their child’s school life. Social implications The study highlights the need to better understand how children with autism can be supported in making social attainments and connections within mainstream secondary schools in Ireland. Originality/value There is a small body of knowledge related to the secondary school experience for students with autism. It contributes the parental perspective and highlights areas for further research and practice.

          Related collections

          Most cited references50

          • Record: found
          • Abstract: not found
          • Article: not found

          Loneliness, friendship quality and the social networks of adolescents with high-functioning autism in an inclusive school setting

            Bookmark
            • Record: found
            • Abstract: found
            • Article: not found

            Bullying Among Adolescents With Autism Spectrum Disorders: Prevalence and Perception

            This study examined: (a) the prevalence of bullying and victimization among adolescents with ASD, (b) whether they correctly perceived bullying and victimization, and (c) whether Theory of Mind (ToM) and bullying involvement were related to this perception. Data were collected among 230 adolescents with ASD attending special education schools. We found prevalence rates of bullying and victimization between 6 and 46%, with teachers reporting significantly higher rates than peers. Furthermore, adolescents who scored high on teacher- and self-reported victimization were more likely to misinterpret non-bullying situations as bullying. The more often adolescents bullied, according to teachers and peers, and the less developed their ToM, the more they misinterpreted bullying situations as non-bullying. Implications for clinical practice are discussed.
              Bookmark
              • Record: found
              • Abstract: not found
              • Article: not found

              Perceptions of social support and experience of bullying among pupils with autistic spectrum disorders in mainstream secondary schools

                Bookmark

                Author and article information

                Journal
                10.1108/AIA-09-2016-0024

                Health & Social care
                Autism,Autism spectrum disorder,Transition,Qualitative,Secondary school,Parent
                Health & Social care
                Autism, Autism spectrum disorder, Transition, Qualitative, Secondary school, Parent

                Comments

                Comment on this article