The transition from specialized preschool to inclusive elementary school for children with autistic spectrum disorders
Subtitle: six case studies
By: Theresa Yu
Contributors: Harvard University. Graduate School of Education
Published: 2008
Language: eng
Number of pages: 255
Subjects: Mentally disabled children; Education; Case studies; Autistic children; Education (Preschool); Education (Primary); Inclusive education; Mainstreaming in education
Description: Though a growing number of children with autistic spectrum disorders (ASD) are included in regular elementary classrooms, the majority of such students still receive their preschooling in special education environments. Because the differences between specialized preschools and regular elementary schools are great and because children with ASD typically have difficulty adapting to new environments, this transition between such educational settings represents an important challenge for children with ASD. Nevertheless, little research exists regarding this transition (encompassing the last year of preschool and first year of elementary school). This study addresses this gap in the literature by examining the practices and perspectives of those involved in the transition of children with ASD from specialized model preschools to inclusive elementary schools. In particular, through a series of interviews involving administrators, practitioners, and parents, the preschool-to-elementary school transition experiences of six children with ASD are documented and explored as case studies in order to identify effective transition practices.

Results of this study confirm many of the previously cited preschool transition practices for children with ASD, including: (1) planning, (2) preparation, (3) collaboration, (4) parental involvement, and (5) follow-up. Additionally, analysis of the six cases studies documents several important elementary school transition practices, including: (1) early planning, (2) familiarization and desensitization, (3) regular communication, 4) employment of supports and modifications, (5) utilization of those with expertise, (6) emotional support, 7) peer training, (8) behavioral management, and (9) ownership and responsibility. Insights of those involved in the transition process are also presented. Ultimately, the practices and perspectives identified in the six case studies will serve as a model and guideline for preschools and elementary schools partaking in future transitions of children with ASD.
Notes: Vita.

Thesis (Ed.D.)--Harvard Graduate School of Education, 2008.

Includes bibliographical references (leaves 242-254)