Beyond Tick-Box Transitions? Experiences of Autistic Students Moving from Special to Further Education

Autor/in	Shepherd, Jacqui
Titel	Beyond Tick-Box Transitions? Experiences of Autistic Students Moving from Special to Further Education
Quelle	In: International Journal of Inclusive Education, 26 (2022) 9, S.878-892 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shepherd, Jacqui)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2020.1743780
Schlagwörter	Foreign Countries; Special Education; Autism Spectrum Disorders; Students; Transitional Programs; Adult Education; Intellectual Disability; Special Education Teachers; Parents; Adolescents; Check Lists; Change Strategies; Student Experience; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Special needs education; Sonderpädagogik; Sonderschulwesen; Autism; Autismus; Student; Schüler; Schülerin; Studentin; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Intellect; Disability; Disabilities; Verstand; Behinderung; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Eltern; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Checkliste; Lösungsstrategie; Studienerfahrung
Abstract	This paper reports on a qualitative, longitudinal case study conducted in England that explored the transition experiences of autistic students with intellectual disabilities (ID) as they left special school to go to colleges of further education (FE). Sequential interviews with six young people, their parents/carers and educators were developed to address an important knowledge gap in relation to progression to post-16 education for differently abled learners. Transition is theorised through both the lens of the social model of disability and the three typologies of "induction," "development" and "becoming." Combining these enables a focus on flexible systems and adaptive environments as well as an openness to the variability of autistic students. While the research found evidence of transition planning, it also identified gaps in critical processes, limited understanding of autistic students' capacity to manage change and normative expectations around independence. Parents reported a largely 'tick-box' approach to transition that was further reflected in a lack of preparation for social transition. The paper highlights responsibilities of institutions to make adaptations to transition processes in order to enable autistic students to better navigate change. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01