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首页> 外文期刊>Autism & Developmental Language Impairments >The primary-to-secondary school transition for children on the autism spectrum: A multi-informant mixed-methods study:
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The primary-to-secondary school transition for children on the autism spectrum: A multi-informant mixed-methods study:

机译：自闭症儿童从小学到中学的过渡：一项多方面信息的混合方法研究：

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Background and aimsChildren diagnosed with an autism spectrum condition are known anecdotally to be especially vulnerable during the transition to secondary school. Yet, very little is known about the child-, school- and system-level factors that can potentially make changing schools particularly difficult for these children. Here, we report on a mixed-method study, which examined the factors that influence a successful school transition for autistic children in one local education authority in England.MethodsFifteen children were seen twice in the space of four months – once during the final term of their mainstream primary school and again during the first term of secondary school. Parents and teachers were also interviewed at both time points.ResultsOverall, our participants reported negative experiences of their transition to secondary school – regardless of the type of secondary provision (mainstream or specialist) to which they transferred. None of the child-level factors measured during the pre-tra...
机译：背景和目的众所周知，患有自闭症的儿童在过渡到中学期间特别容易受到伤害。然而，对于儿童，学校和系统级的因素知之甚少，这些因素可能使更换学校对这些儿童特别困难。在这里，我们报告了一项混合方法研究，该研究研究了在英国一个地方教育机构中影响自闭症儿童成功入学的因素。方法15名儿童在四个月的时间内两次被发现–在最后一个学期中一次他们的主流小学，以及在初中的第一学期。结果在两个时间点都对家长和老师进行了采访。结果总体而言，我们的参与者报告了他们过渡到中学的负面经历–不管他们转学到的是中学提供的类型（主流或专业）。在预习期间，没有儿童水平因素被测量。

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