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dc.contributor.authorBruck, Susan
dc.contributor.authorWebster, Amanda A
dc.contributor.authorClark, Trevor
dc.date.accessioned2021-03-18T23:44:04Z
dc.date.available2021-03-18T23:44:04Z
dc.date.issued2021
dc.identifier.issn1471-3802
dc.identifier.doi10.1111/1471-3802.12509
dc.identifier.urihttp://hdl.handle.net/10072/403270
dc.description.abstractStudents on the autism spectrum often require support to navigate transitions from one educational setting to another. This study examined stakeholder perceptions about the transition supports that educators employ to support students on the autism spectrum to transition from one school setting to another. A non‐matched Australia‐wide sample of 167 educators, 680 parents and 142 education/therapy specialists was surveyed. Results indicated that stakeholders had mixed perceptions about the transition supports employed by schools. Although most participants did indicate their school offered some type of transition support, educators and specialists reported significantly higher levels of transition support than did parents. Additionally, participants associated with special schools or autism‐specific schools indicated more transitions supports than did those associated with mainstream school programmes. Results indicate a need for clarification among stakeholders regarding the provision of transition support and planning for students on the autism spectrum, improvements in monitoring of transition supports provided, and increased involvement and communication with parents and students on the autism spectrum to create transition plans and supports. In addition, further examination is needed of the relevance and effectiveness of transition supports employed, particularly in mainstream settings.
dc.description.peerreviewedYes
dc.languageEnglish
dc.publisherWiley
dc.relation.ispartofjournalJournal of Research in Special Educational Needs
dc.subject.fieldofresearchSpecialist Studies in Education
dc.subject.fieldofresearchcode1303
dc.subject.keywordsSocial Sciences
dc.subject.keywordsEducation, Special
dc.subject.keywordsEducation & Educational Research
dc.subject.keywordsAutism
dc.subject.keywordsschool transition
dc.titleTransition support for students on the autism spectrum: a multiple stakeholder perspective
dc.typeJournal article
dc.type.descriptionC1 - Articles
dcterms.bibliographicCitationBruck, S; Webster, AA; Clark, T, Transition support for students on the autism spectrum: a multiple stakeholder perspective, Journal of Research in Special Educational Needs, 2021
dc.date.updated2021-03-18T04:52:50Z
dc.description.versionAccepted Manuscript (AM)
gro.description.notepublicThis publication has been entered as an advanced online version in Griffith Research Online.
gro.rights.copyright© 2021 NASEN. This is the peer reviewed version of the following article: Transition support for students on the autism spectrum: a multiple stakeholder perspective, Journal of Research in Special Educational Needs, 2021, which has been published in final form at https://doi.org/10.1111/1471-3802.12509. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving (http://olabout.wiley.com/WileyCDA/Section/id-828039.html)
gro.hasfulltextFull Text
gro.griffith.authorClark, Trevor R.
gro.griffith.authorBruck, Susan R.


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