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- Publisher
- Taylor & Francis
- Copyright
- Copyright Association of Educational Psychologists
- ISSN
- 1469-5839
- eISSN
- 0266-7363
- DOI
- 10.1080/02667363.2011.603534
- Publisher site
- See Article on Publisher Site
Abstract
This research explored the views and experiences of key stakeholders regarding inclusion into secondary phase schooling for pupils with Autistic Spectrum Conditions (ASCs). Six Year 6 pupils met the criteria for admission to a mainstream secondary school with attached specialist provision for ASCs. Three pupils transferred to this school, whilst three transferred to their local mainstream secondary school. Qualitative methodology was used to collect views and experiences both before and after transition. Interviews were recorded and transcribed and data analysed using a form of thematic analysis. Emerging categories and themes provided several indicators for good practice regarding the transition of this group of pupils. Further study will establish the consistency of these factors within other contexts and settings.
Journal
Educational Psychology in Practice – Taylor & Francis
Published: Sep 1, 2011
Keywords: Autistic Spectrum Conditions (ASCs); qualitative methodology; thematic analysis; transition