How can professionals support pupils on the autistic spectrum through the transition to secondary school?

• Main Author: Dallimore, A.
• Published: University of Essex 2009
• Subjects: 371.94
• Online Access: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.504887

A two phase sequential mixed methods design was used. Firstly. quantitative data (attendance records, academic levels and fixed term exclusions) was obtained in Year 6 and Year 7 to explore how pupils with Autistic Spectrum Condition (ASC) were coping with the transition to secondary school. Secondly, two pupils were selecte~ that according to the data had made either a successful or unsuccessful transition. A systemic perspective was taken to explore. in detail what was done to support both pupils in the different contexts they came 'across. Members of primary and secondary school staff, professionals and parents were therefore interviewed. A sample of 29 pupils was identified in the first phase however data was not consistently available for all pupils. Mean attendance percentages were high in Year 6 and Year 7 (94.1 % and '94.9% respectively, n=16) and only 3 of the 29 pupils received fixed term exclusions. A relatively high percentage of pupils achieved level 4 or above in English (83.4%, n=24), Science (84.6%, n= 26) and Maths (82.2%, n=28) in their key stage 2 SATs. A range of national curriculum levels and literacy attainment levels were reported in annual review documents in Year 6 and Year 7. Due to the lack of data recorded it was difficult to gain an impression of progress across the transition. A thematic analysis of the interviews identified a number of contextual barriers and facilitators as well as key successful and unsuccessful things that were done to support both pupils. The impor.t ance of taking a joined up approach to facilitating transition was prominent throughout the ' analysis. Convergence of the data indicated the importance of addressing pupils' learning difficulties across the transition. Based upon the findings a number of suggestions were made to inform how professionals can support the transition of pupils with ASC.