“The big wide world of school”: Supporting children on the autism spectrum to successfully transition to primary school: Perspectives from parents and early intervention professionals

Abstract

Background: The transition to primary school is often a complex and uncertain time for autistic children and their families. Understanding how best to develop school readiness and support transition to primary school for autistic children is essential. School readiness and transition planning are influenced by a range of personal and contextual factors, and it is important to understand the perspectives of the various stakeholders involved in the transition process. Methods: A qualitative exploration employing focus groups and interviews was undertaken with early intervention (EI) staff (n = 45) and parents (n = 18) across Australia to understand their perspectives on school readiness and the transition to primary school. Results: Thematic analysis identified four emerging themes facilitating transition including: 1) building the child; 2) building the parents; 3) building the receiving school; and, 4) connecting the system. Conclusion: Findings highlight the need to consider school readiness and transition planning from a holistic perspective, ensuring clear, collaborative and ongoing communication between parents, teachers and EI staff, using a strength-based approach, and individualizing transition planning.

The Influence of Daily Living Skill Profiles in Preschoolers With Autism Spectrum Disorder on Early Intervention Teachers’ Perceptions of Their Educational Placement

“…The role early intervention (EI) professionals (i.e., teachers and allied health professionals) play in equipping children with Autism Spectrum Disorder (ASD) with school readiness skills has been recognized by both parents and the EI professionals themselves (Chen et al, 2020). In Singapore, while most EI centers’ service model is shifting from an EI-professional approach model to a more family-centered approach model (Acar et al, 2019), the majority of students receive intervention at EI centers rather than at home or in the community (Leong et al, 2017).…”