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                <term xml:lang="en">Parent Attitudes</term>
                <term xml:lang="en">Student Attitudes</term>
                <term xml:lang="en">Homework</term>
                <term xml:lang="en">Stress Variables</term>
                <term xml:lang="en">Personal Autonomy</term>
                <term xml:lang="en">Teacher Role</term>
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                <term xml:lang="en">Inclusion</term>
                <term xml:lang="en">Pervasive Developmental Disorders</term>
                <term xml:lang="en">Autism</term>
                <term xml:lang="en">Students with Disabilities</term>
                <term xml:lang="en">Secondary School Students</term>
                <term xml:lang="en">Elementary School Students</term>
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              <p>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.</p>
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