Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.773962
Title: One transition : three journeys
Author: Watkins, Cheryl
ISNI:       0000 0004 7961 1954
Awarding Body: University of Wolverhampton
Current Institution: University of Wolverhampton
Date of Award: 2019
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Abstract:
The focus of the research was to explore the transition period from primary to secondary education for those with Autism Spectrum Disorder, their parents' and the professionals' perspectives. This would facilitate future recommendations of the challenges faced and alterations to improve current procedures to make the process smoother. The analysis followed Charmaz's (2006) constructivist grounded theory approach. Semi-structured interviews with five adolescents, seven mothers and eight professionals were conducted to ascertain their transitional experiences. The findings developed three theories of the transition period. The Mothers' theory 'the transitional emotional rollercoaster' encapsulated the core category emotional response. For the mothers the sense of being prepared and involved with the transition and the choice of school were significant factors in feeling emotionally balanced. The central storyline for the adolescents', 'weighing up the transitional balance', related to the emotional reaction during the transition. The adolescents wanted to be informed of their new school, with information on timeframes and support to prepare them, alongside meeting peers to increase friendships and interactions. The professionals storyline, the 'nitty gritty', referred to achieving a smooth transitional process by being a prominent figure in the bigger transitional process, ensuring and facilitating the needs of the adolescent, parents and professionals. The professionals desired to be equipped with an awareness of Autism Spectrum Disorder, to understand the needs of the adolescent and to have resources to manage the adolescent efficiently in the education setting. All of the populations referred to being powerless in the transition process, so future focus would benefit on empowering all entities through inclusion. Counselling Psychologists would benefit from the findings to support the different populations. Future development of working together as a collective to form a robust support network, good planning, communication and distribution of information would enable a smoother and more successful transition for all.
Supervisor: Chen-Wilson, J. ; Brown, Z. Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.773962  DOI: Not available
Keywords: Autism Spectrum Disorder ; Secondary School ; Primary School ; Transition
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