Perceptions on the primary-secondary school transition from French students with Autism Spectrum Disorder and their parents
Résumé
The transition from primary to secondary school is a challenge, particularly for students with Autism Spectrum Disorder (ASD). International studies report the perceptions and experiences of different involved stakeholders during the primary-secondary transition in this specific context. Since the 1980s, the French education system has put in place mechanisms to promote inclusive education.The research takes place in this context in order to contribute to the corpus of international studies.
French students with ASD and their parents were interviewed about their perceptions and experiences regarding the transition. The semi-structured interviews were analysed through qualitative content analysis.
The findings identify the perceptions of the different participants, as well as useful strategies and typical obstacles. However, the uniqueness of each case does not allow for one-size-fits-all recommendations, but rather to tailor the transition planning and procedure for each involved stakeholder.
Mots clés
Foreign Countries
Student Adjustment
Elementary School Students
Secondary School Students
Students with Disabilities
Autism
Pervasive Developmental Disorders
Inclusion
Mainstreaming
Preadolescents
Peer Acceptance
Academic Achievement
Teacher Role
Personal Autonomy
Stress Variables
Homework
Student Attitudes
Parent Attitudes