Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.790324
Title: An exploration of the views and perspectives of young people with ASD, their parents and practitioners on the transition from secondary education into further education
Author: Greenidge-Scott, D.
Awarding Body: UCL (University College London)
Current Institution: University College London (University of London)
Date of Award: 2016
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Abstract:
It is well documented that transitions can be challenging for children and young people, particularly for those with a diagnosis of autism spectrum disorder (ASD). Young people with ASD possess intrinsic characteristics, such as social interaction difficulties and insistence on sameness, which make them particularly vulnerable during this time. In addition, a number of common barriers to this transition exist, including a lack of options, information, planning, and services available at the time of transition. As a result, many of these young people do not successfully transition into further education (FE). This study employed a qualitative approach to explore what supports or prevents young people with ASD, aged 16-18 years, transitioning from compulsory education into one FE college, within one local authority. The young people participating in this study had transitioned from a range of provisions, including specialist schools, specialist sixth-form and mainstream schools, into a FE college in the United Kingdom (UK). Multiple perspectives were gained by interviewing young people, their parents, and professionals that support transitions into FE provision. The data was analysed using Braun and Clarke's thematic analysis; Bronfenbrenner's (2005) bioecological model of human development was used as a conceptual framework to interpret the findings from the data. The findings from this study revealed that young people who had transitioned from specialist provisions into the FE college were noticeably more successful than those transitioning from mainstream schools. Transitions were improved by co-ordinated services provided by professionals and by opportunities to attend open days, extended visits, and taster sessions at the FE college. The findings from this study have implications for young people, parents, secondary schools, FE colleges and educational psychologists. It is hoped that this study will inform local initiatives on how best to support young people with ASD to transition successfully into further education.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.790324  DOI: Not available
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