Experiences of educational transition: young women with ASD, and the staff supporting them, speak

Jane Essex, Pauline Melham

Research output: Contribution to journalArticle

1 Citation (Scopus)
19 Downloads (Pure)

Abstract

The paper describes research into the factors that facilitate a smooth transition for young women with High Functioning Autism (HFA) as they move between secondary school and Sixth form or Further Education (FE) College. Semi-structured interviews were conducted with four young women with HFA and, additionally, with four members of education staff responsible for supporting young women with HFA, across a variety of school and FE settings.
This research revealed transition planning focuses almost exclusively on academic progression and is likely to be an ad hoc collection of arrangements, which places an undue burden of organisation upon parents and carers. The data suggests that, in order for transition to be successful, it needs to be systematically planned over an extended time period and to take into account the social, organisational, employment and residential elements which affect an individual’s educational experience. The evidence also points to the importance of ‘taster’ experiences to inform decisions and prepare students for impending change. The final recommendation arising is that support for these students should continue be sustained after transition points, being reduced only as the students settle into their new environment.
Original languageEnglish
Pages (from-to)86-111
Number of pages26
JournalSupport for Learning
Volume34
Issue number1
DOIs
Publication statusPublished - 28 Feb 2019

Keywords

  • autistic spectrum disorder
  • transition
  • women

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    Jane Essex

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    Winner of the Royal Society of Chemistry: Inclusion and Diversity Award

    Jane Essex (Recipient), 7 May 2019

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