Children's perceptions of secondary transition : a phenomenological approach with austistic children

• Main Author: Parker, Karen
• Published: University of East London 2009
• Subjects: 371.94
• Online Access: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.532958

This study examines the perceptions of a group of children with diagnoses of autism of their transition to mainstream secondary school. The children's views were obtained via semi-structured interviews (2 -4 per participant) using vignettes as a tool for encouraging participation. Interviews were conducted in the final term of the first year at secondary school to obtain a retrospective account of experiences. Interviews were transcribed and analysed using thematic analysis. Five themes were identified from the data. Three of those, belonging, ambiguous adult interactions and pre-transition versus school support, provide new ways of perceiving transition for this group of children. The findings suggest that the children viewed transition positively and felt part of the school. However, they were anxious of standing out in front of peers and adults and were confused by inconsistency in adult interactions. Pre transition support was seen to be ineffective. The findings have implications for practice. The views of children should be sought with greater frequency. Transition should be viewed as a longer term process and support extended accordingly. Class teachers need to have greater involvement, moving responsibility away from SEN departments.