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    “Leaps of faith”: parents' and professionals' viewpoints on preparing adolescents on the autism spectrum for leaving school

    249947.pdf (290.4Kb)
    Access Status
    Open access
    Authors
    Hatfield, Megan
    Falkmer, Marita
    Falkmer, Torbjorn
    Ciccarelli, Marina
    Date
    2017
    Type
    Journal Article
    
    Metadata
    Show full item record
    Citation
    Hatfield, M. and Falkmer, M. and Falkmer, T. and Ciccarelli, M. 2017. “Leaps of faith”: parents' and professionals' viewpoints on preparing adolescents on the autism spectrum for leaving school. Journal of Research in Special Educational Needs. 17 (3): pp. 187-197.
    Source Title
    Journal of Research in Special Educational Needs
    DOI
    10.1111/1471-3802.12377
    ISSN
    1471-3802
    School
    School of Occupational Therapy and Social Work
    Remarks

    This is the peer reviewed version of the following article: Hatfield, M. and Falkmer, M. and Falkmer, T. and Ciccarelli, M. 2017. “Leaps of faith”: parents' and professionals' viewpoints on preparing adolescents on the autism spectrum for leaving school. Journal of Research in Special Educational Needs. 17 (3): pp. 187-197, which has been published in final form at http://doi.org/10.1111/1471-3802.12377. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving at http://olabout.wiley.com/WileyCDA/Section/id-828039.html

    URI
    http://hdl.handle.net/20.500.11937/50500
    Collection
    • Curtin Research Publications
    Abstract

    Adolescents on the autism spectrum experience difficulty transitioning from secondary school to post-school activities, often due to transition planning processes that do not meet their unique needs. This study identified parents' and professionals' viewpoints on transition planning for adolescents on the autism spectrum. Interviews were completed with nine parents of adolescents on the autism spectrum and four professionals who worked with adolescents on the autism spectrum. A constant comparison approach was used to analyse the transcripts. Four themes were identified, reflecting parents' and professionals' viewpoints on how to meet the transition planning needs of adolescents on the autism spectrum. Supporting adolescents to grasp the big picture can enhance motivation to participate in transition planning. Autism can be an ‘invisible disability’; therefore, encouraging adolescents to be active participants and to be seen in transition planning ensures their individual needs are met. Encouraging adolescents to have high aspirations in transition planning develops their self-determination. Finally, to be prepared for the transition from school may reduce the adolescent's' anxiety. Adolescents on the autism spectrum face unique challenges in transition planning. The themes identified in this study provide insight into how parents and professionals might support adolescents with these challenges.

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