TRANSITION TO ELEMENTARY SCHOOL FOR CHILDREN WITH AUTISM SPECTRUM DISORDER

ABSTRACT

In Portugal, the transition of children with Autism Spectrum Disorder (ASD) to the first grades of elementary school constitutes a stage of challenges related to change and adaptation to a new educational system. This study sought to analyze the perceptions of families and professionals regarding the transition of children with ASD from preschool to elementary school. A qualitative study was carried out with 16 participants, based on a case study methodology and with semi-structured interviews as the data collection tool. As results of this investigation, the importance of family participation and collaborative work stands out. The transition processes were mostly described in a positive way by the participants. The barriers that hinder the transition process are related to differences in intervention models and contexts in the two stages of education, the discontinuity of Early Childhood Intervention support, the lack of professional training, and the absence of evaluation of the transition process. The results of this study may influence practices and policies in order to safeguard the quality of the transition process and the success of children with ASD.

KEYWORDS:
Special Education; Autism Spectrum Disorder; Transition; Family; Professional.