Coordination strategies - Module 5

1. TRANSITION PROCESS CENTERED IN THE STUDENT AND THE FAMILY

1.1. Challenges faced by families in the transition from primary school to secondary school

Transition from primary to secondary school can be a challenge for many students as well as for their families. The adolescence is a period of physical and intellectual development that can wake difficult feelings to children understand and to their parents deal with.

According to (O’Halloran, 2010). Hargreaves et al. (1996, cited in O’Brien, 2003) there is a simultaneous triple transition: 

• the move from one school to another, sometimes in a different geographical location;

• the move from one peer group to new peer groupings;

• the important succession of childhood into adolescence.

This period of transition is even more challenging to children with autism and consequently to their parents. Many of the challenges faced by children are overvalued by their parents. 

However, outcomes are likely to vary depending on children’s specific strengths and difficulties (Maras & Aveling, 2006).

Adaptation to changes make it harder for the children with autism to meet the social challenges of the transition to a new school:

• A different school building, possibly larger than the primary school, far from their home;

• Perhaps the need to use public transportation; 

• Many classrooms instead of one.

Children in the spectrum will have to learn where are the different school services available to students (reprography, bar / canteen, secretary, library) and above all how to use these services.

In the new school they will have to:

• find new classes;

• adapt to new routines, timetables and different schedules for each day of the week;

• meet new teachers and their different approaches, new colleagues, meet a much larger number of students;

• make new friends;

• understand new rules and norms.

Since early childhood there can be a strong link between mother/father and the child. The authors of the 50s in the last century, Wing, L., Gould, J., Frith, U. or later Jordan, R., pointed out in their studies that professionals and parents must be involved as partners in the process of education of the child. From their pioneer studies on, that is an unquestionable truth.

If there is a good relationship among the children, their family and the professionals, the challenges the children face can be positively influenced by the family and they will be more confident to face the new experience in the new school.

1.2. Needs and expectations of the student/family in the school inclusion process

Children’s happiness is of paramount importance to their parents. This is one of the reasons they are always concerned about their needs and expectations in the transition from the primary to secondary school. 

There are several studies that considerer the different needs and expectations towards the new school from the different points of view of the student with autism, the family, the teachers and the other students. 

According to the family the inclusion process should begin early, during the primary school last year’s so the student may have access to a comprehensive package of transition support. This will reduce the uncertainty about the new school and minimise the children’s anxiety. 

It is important for the family to balance the priorities of social inclusion versus academic achievement in order to help the social and emotional difficulties of the children when attending secondary school. Above all they must fit in, “be part of the real world” and keep pace with their peers, even though sometimes this might not be possible. The expectation that an academically able child with ASD can cope in school is not always fulfilled, since features of the condition can interfere with learning (Humphrey & Lewis, 2008).

Parents and schools have differing perceptions of the role of the school in the transition process. In some cases, parents wish to have specialist support for their child in a non-specialist environment. This situation can create problems in the parent-teacher relationship due to the parents’ frustration when the expectations for their child are unmet.

Parental anxiety arose from two different aspects of the transition process overall. Firstly, parents experienced anxiety that their child would be unhappy at their new school and secondly, that the transition would not progress smoothly.

There are some alternative methods that may foster the progress, such as written information, photos and videos. However, some schools lack the resources and staff training required to accommodate their students ‘needs.

Discussion with parents and careers determine the special materials / resources that may be created for the children with autism.

It is important to share and discuss with autistic students in a way which is appropriate to their developmental level, why they are moving to a new school. Even if they may not understand or appreciate the reasons for a change of school, they will like the positive aspects of attending a different school.

Starting a new school is stressful for anyone, but careful preparation is the key to success. Creating predictability about the school day will reduce anxiety and fear.

There will be new challenges to face in a new school, but a solid support system and appropriate coping strategies will make easier the transition.

1.3. Family-centred transition process

A family and child centred process is a methodology that facilitates the development of support services. The family and the children are the centre and the fulcrum of the support. The whole process is developed around their needs, strengths, expectations, rights, wishes and dreams.

The family-centred transition process helps the family and the child to create new connections and opportunities to their lives. 

It is important to recognize and value the experience and knowledge of the family and to incorporate family’ strategies into the transition process. The family must be considered as one of the main agents in the educational process, to make choices, setting goals and making decisions to reach these goals. Thus, the family must have an active participation in the development of an individual plan for the student.

An essential aspect of this model is the family feeling that they can have control over the events of the student´s life.

Family-centred model has been linked with improved parent and child outcomes, yet its implementation can be challenging to family, professional, organizational, systemic factors and policies.

For the elaboration of the family-centred transition plan it is essential to:

• know and analyse the students' expectations, perceptions and feelings about the transition;

• meet expectations, procedures and concerns of parents / guardians regarding the students' transitions;

• characterize the representations of teachers from the primary and secondary schools about their role and the role of the “other” (student and family) in the transition process; collect data that support the recognition of the different roles and lead to the construction of pathways marked by sequentially and articulation, aiming at enriching experiences and educational success.

1.4. The role of family members in the transition process

The role of each member of the family is different as in a theatre play but the whole family may have concerns about the diagnosis of the autistic child or how they can help him/her. It is very helpful to speak with health professionals or other professionals who work with the child.

• The parents play a fundamental role in the transition process of their children; they often work closely with the professionals, either the teachers or other members of the school staff, in the individual plan for the child.

• Grandparents also show great resilience, unconditional love and support for their grandchildren with autism. They may also be able to help: giving social and emotional support; caring and spending special time with their grandchild and being a source of information and advocacy of the rights of autistic children in the community.

• Siblings play different roles according to their age and their relationship with brothers and sisters with autism.

They can be models or teachers playing as peer teachers or simply being brothers and sisters. 

Siblings are essential if they are attending the same school either the primary or the secondary school. If the brother/sister is a student in the secondary school he/she can be a support “bridge“ for the sibling with autism who is coming from the primary school.

• The extended family may also be concerned with the transition process. It’s important to have family discussion on that matter. An open and constructive approach can help the whole family to have a happier, a healthier and a stronger relationship.

1.5. Interaction among student, family and school

In primary school as well as in the transition to secondary school there must be an organised plan taking in consideration the different roles of the players. 

Cooperation and communication between family and school are important factors in facilitating a successful transition for the child with autism. 

Parental satisfaction with the school has been found to correlate with the willingness of the school to listen and its capacity to respond flexibly to a child’s needs (Whitaker, 2007).

However, parents reported significant problems in the school’s communication with them. They require an easier communication to feel that their concerns were being heard. Family believes that poor communication often stemmed from a lack of understanding autism.

Although previous research has demonstrated the importance of acknowledging parental expertise and incorporating parents’ own strategies into school-based practice (e.g. Feinberg & Vacca, 2000; Starrt al., 2001), there is evidence that parents are often left out of educational decision making (Turnbull et al., 2006) and there has been relatively little focus on parental experiences.

An ideal plan for the transition must be individually tailored for each student with the interaction among student, family and school.

2. COORDINATION WITH OTHER ASSOCIATIONS AND SPECIALISED PROFESSIONALS

One of the main procedures to ensure that students with autism receive the necessary level of care and the proper monitoring before and during the transition process is the coordination between all the actors involved in the different areas of the community. 

This approach will be successful if the coordination group could work all the time as an ongoing team. The continued work of all parts, including families, is essential to make recommendations to educational services, medical care and other necessary services for the students with ASD.

This approach is extremely valuable in order to create an individual plan to the students with strategies and methodologies personalized that advice coordinated interventions and ongoing assessments to accurately gauge a student’s progress.

2.1. Formal and informal support networks in the community

Taking advantage of the support networks in the community is crucial for improving the quality of life of students and their families and fosters their real inclusion in the society.

People who are important and involved in the transition process are often referred to as the Circle of Support.

The school, the family, and all professionals involved must join forces with the networks of natural support in order to create conditions for the family and the child to live truly included in the different contexts of the school and in the community.

The needs, specificities, goals, preferences and dreams of the family and of the student will determine the type of individualized and “tailored” support networks for each one.

The extended family, friends and neighbours can be key parts of informal support networks. The best way to build this support network is to help them to learn about autism and understand the needs of the autistic children. This is especially important in the early days after diagnosis.

The people in the support network need to understand what autism means for the child and family. It takes time to understand. Extended family and friends will probably respond in various ways to the child’s autism diagnosis and behaviour. Some might be ready to support the child and the family straight away. Others might take a bit longer to understand how they can help.

The extended family support can reduce strain on parents and give autistic children extra love and nurturing.

There is a greater likelihood of effective support if the parents establish a close and reliable relationship with the support network.

Different networks of communication are very important to the process:

• between parents and schools;

• between the primary and secondary schools;

• within each school;

• between secondary schools and outside agencies.

A significant breakdown between the communication networks is enough for the transition to be unsuccessful.

Support should be provided, at first, by the social network: parents, family, friends, and neighbours. However, network of specialised support must become active to complement this support whenever it is needed.

2.2. Coordination strategies with specialised professionals

Children with autism may need special support besides primary school teaching. Psychologist, speech therapist, occupational therapist, support assistant or others have assisted these children with special needs or comorbidities during primary school.

The family and the person in charge in the Primary School must establish contact with the Secondary School head master or the person in charge of that area to discuss treatment or strategies used with success with the student. 

For example: the strategies used to control tantrum crises, to alleviate anxiety or to stop an epilepsy crisis. 

It will be important to know what motivates the child to learn and stay working on a task or how to use a special interest to engage the child in the learning process.

New class teacher or specialised professionals should discuss with parents a list of key phrases or certain behaviours and what these means. For example: 

'My son says, “Do you want to play some more?”' when he wants a task to end. He constantly repeats the question when he does not understand it'. 

There are often pre-warning signs that occur before a meltdown happens and these can be shared as well as successful/unsuccessful preventative strategies.

It is also important to discuss sleep habits, medications, and special dietary needs. The specialised professional may be the person to be by the child’s side and can often be the first person to spot difficulties.

2.3. The link among health and education professionals in the transition process

All the persons involved in the school must be attentive to the students and their needs, especially those with ASD.

Sometimes we have the strange sensation that health professionals don´t belong to the school, they are visitors. This must not be the case towards any student and specially students with autism. We believe that all the intervenient in the primary school are informed about the needs of the student with autism.

It is very important the link between health and education professionals in the transition process. Often the students with ASD have comorbidities linked with Autism, for example: epilepsy, ADHD, intellectual disability. In the transition process the secondary school must be alert to provide information to teachers, staff and the students.

Partnership with other mental health professionals will also help school counsellors tap into resources from other members of the multidisciplinary team, an important support for a successful transition to secondary school. 

These collaborative opportunities create room for members of various professions to contribute with their particular skills without duplicating efforts

Effective transition planning requires active participation from all members of the multidisciplinary team, including the health professionals, teachers, student in need of transition.

3. ARTICULATION BETWEEN THE PRIMARY AND SECONDARY SCHOOL

The transition from primary to secondary school is a landmark moment in a child’s life (Zeedyk et al., 2003). The loss of familiar places, structures and people through change in the areas of social and academic/school life brings fears associated with the unknown and present considerable challenges. Although many children adapt well to these changes (Evangelou et al., 2008), others struggle to adjust – which can sometimes have detrimental consequences, including lowered self-esteem and decline in academic progress, combined with increased anxiety and depression (Ashton, 2008; Galton et al., 2003; West et al., 2010; Zeedyk et al., 2003).

For a smooth and successful transition, strategies must be thought, developed and applied by all the agents involved in this process. These strategies must meet the needs and main concerns of the students and their family, using their interests and strengths. They must be adapted to the reality of each student and easily adaptable to their different contexts of life. In this process, which covers both primary and secondary schools, it is essential that the student, family and school community of both schools will be deeply involved in order to respond their needs and concerns.

3.1. Coordination strategies including all the players in the process

For a transition to be successful it is essential that the planning process begins early, in primary school, and considers the views of family, professionals/teachers/school and student with autism.

Families and students with autism should play a key role in this transition. They should be part of the planning process and participate in transition meetings.

A good strategy plan for the transition must be a person-centred approach, a holistic approach that ensures the children’s interests. This plan aims to highlight the children’s rights to express their opinions, needs and wishes in transition process. This is crucial, as it ensures that transition to secondary school is well managed, personalized, appropriate and meaningful for each one. 

• For a smoother and successful transition, the plan must be organized in a structured approach. 

• The transition plan should be properly divided into small and manageable stages/steps, if needed.

• The lead professional in the transition process for secondary school, with family and primary school teachers, should draw up a transition plan detailing strengths and areas where additional support may be required (this should also include any sensory issues experienced by the student).

A good partnership among teachers and parents will help to develop and apply all strategies and methodologies suggested in the plan.

During the development of a process that involves making decisions and choices for the life of the family and the child, it is crucial that all interlocutors facilitate and share information, present alternatives, and give hypotheses of choice.

3.1.1. How the primary and secondary schools should articulate to improve the transition of their students?

To improve the transition process from primary to secondary school to adapt the new educational context and overcome barriers to a successful transition it’s crucial to develop interventions that modify the school environment.

The transition between schools must respect the development of children/students, so that primary school are and serve as a basis for student development in the following cycles (Melo, 2009).

There are fundamental aspects when talking about school transition: social and institutional adaptation, adaptation to the new school time and space; educational sequentially/curriculum continuity between primary and secondary school; child development; type of transitions; building bridges and minimizing barriers (Evangelou et al. (2008).

To ensure these fundamental aspects:

• It is crucial that all agents/actors (family, students, teachers from primary and secondary school and others) work together to ensure a smooth transition for the autistic student.

• Transitions should be planned well in advance: this may mean the first formal planning meeting with the Secondary school should take place in Primary school; for example: both schools should exchange overviews on their curricula and pedagogical practices.

• Establish a transitional protocol for the implementation of the evaluation process. The protocol can be easily updated after the evaluation by students, parents and teachers. 

• The lead professionals in the transition process for secondary school, with family and primary school teachers, should draw up a transition plan detailing strengths and areas where additional support may be required.

• Ensure that the transition plan is properly divided into small and manageable stages/steps, if needed.

• Establish a transition schedule that, if necessary, can be adjusted.

• Meetings between the two schools’ teachers with the participation of special education teachers before and during the transition to transmit information regarding specific characteristics of students and their difficulties, the curriculum approach and other important issues.

• Both schools should articulate and organise extra visits or several activities involving students, parents, teachers and staff from both schools.

For a warm, positive and successful transition, the strategies must be thought and planned involving all the fundamental agents of this transition as well as possible: primary students, their families and all primary and secondary school community (other students, teachers, special education teachers, school management, operational assistants, psychologists and other therapists, etc.).

3.2. Strategies to prepare the transition from primary school

Understanding the key factors underlying a successful school transition – at the level of the child but also within the broader context of the family and school environments – is therefore of considerable importance, particularly for children who are at risk of negative transition experiences (Chung et al., 1998).

3.2.1. How primary and secondary school can help to create predictability and make a new school transition easier?

Primary School:

The primary school teachers and students will develop projects to aim the transition to the secondary school.

• Primary school teachers can take students to have lunch in the secondary school cafeteria / canteen or go to the library in order to familiarize them with the environment.

• Primary school teachers can write a social story about transitioning from primary to secondary school. Highlight the biggest differences and changes between the two schools to avoid anxiety in the children.

• Primary school teachers can adapt the primary environment to reflect changes at secondary school.

Secondary School:

• Organise a tour of the building and classrooms for the primary students and family.

• Provide a floor plan of the new school and label relevant rooms.

• Provide photos of relevant areas (e.g.: playground, classroom, canteen, library, etc.) and of the teachers and school staff that will be relevant / important to the student.

• Provide a checklist of school routines that the student will meet.

• Ensure that secondary school community will be aware of the strengths, needs and interests of the student.

• Prepare an information leaflet about the new school, containing the telephone number, the school history, schedules, teachers, lunch service and other important information.

• Organise a meeting addressed to parents/guardians so they will be aware of their important role in supporting transition.

• Give information to the families, about:

• main rights and duties of students and parents/guardians.

• their fundamental role in school path of students and attitudes that should be adopted throughout the year.

• school services.

• Measures that promote school success: 

• importance of good nutrition.

• hours of sleep according to the age of children.              

• daily dialogue about school life.

• time to study vs time to play.

• tasks and/or behaviour problems.

• check material for the next day.

Primary and secondary school together:

• Secondary school teachers and students can organize visits to the primary school to initiate personal contacts and to present the characteristics of the future school.

• Secondary school may invite primary school students and families to participate in school activities.

• Primary school teachers and students should visit the future school, with participation in some activities.

• Primary school students should participate in extra-curricular activities in the new school.

• Teachers can promote exchange of letters between students from both schools.

Family should be involved in the transition projects of the schools:

• Visit the school at least once with the child before they start.

• Create a book of photos and information provided by school (relevant school areas, teachers and school staff). This book can be handled before school starts.

• Plan a gradual transition for the start of school (e.g. a few hours per day).

• Plan several meetings to share information about school transition projects and all the activities linked with these projects.

3.2.2. What strategies can be used by all players to benefit the transition

Use visual supports: 

Visual supports can help the student to understand what will be happening with the transition and reinforce verbal communication. It is important to use clear language and give the student time to process what is said. These visual supports need to be similar in the different contexts of student’s life.

Familiarity with the new school environment and routines through visual supports can make a new school transition easier. 

It is a good measure to implement means of communication to help autistic student’s communication needs.

Establish an effective communication: 

Share information with all the school population about student’s needs, likes, dislikes, capabilities, difficulties.

Use social stories:

Social stories are short descriptions of a particular situation, event or activity, which includes specific information about what to expect in that situation and why. You could create a social story to help children to know what to expect in their new school.   

Prepare the current setting: 

The student current’s school shall organise individual or group work and include activities in the curriculum to facilitate the process.

Having a transition coordinator can help to prepare a transition plan, suggest strategies and coordinate all the intervenient.

3.3. Strategies for a warm and positive reception of new students in the secondary school

It is very important that all school community (teachers, technicians, staff, students) see the challenge and the benefit of acceptance of people with autism.

If the head master has a good knowledge of autism and a positive attitude towards inclusion of people with ASD he will promote a warm welcome to the new students and his example will foster the involvement of all the school population.

3.4. Examples of good practices for a successful transition

The school community must be a workforce that accepts, understands and recognizes the strengths that autistic people can bring to society. This action and attitude have an impact on the future of a community of understanding and acceptance.

Therefore, it is essential to define and develop an action plan on the inclusion of students with autism with clear objectives and strategies that involve the school community. This plan must be developed by people who take a leadership role within the school.

These leaders (students, teachers, …) should provide information about autism to the whole school; provide debates and discussions about the theme, and set an example, devoting their own time to support children with autism. 

They can promote and develop their soft skills in different times and contexts of the school – in the playground, at lunch time or in the classroom.

They also can engage other students and teachers to invite the new students to be members of a musical group, a choir or a theatre play. 

Sometimes calling the new student by his given name, smiling at him or just waving him goodbye may be a sign of acceptance.

4. REFERENCES

Jordan, R., & Jones, G. (1999). Meeting the needs of children with Autistic Spectrum Disorders. London: David Fulton Publishers.

Powell, T.H., Hecimovic, A., Christensen, L. (1992). Meeting the Unique Needs of Families in Dianne E. Berkell (edit) AUTISM, Identification, Education and Treatment. USA: Lawrence Erlbaum Associates Pub. 

Schilmans, C., Vermeulen, P. (2003). Colaboração entre pais e profissionais: Uma pedra fundamental no desenvolvimento da qualidade dos serviços: I: O modelo. Livro de Actas. Proceedings 7th International Autism – Europe Congress. Centro de Congressos de Lisboa, Portugal, 14-16 Novembro 2003. p. 235.

Schilmans, C., Vermeulen, P. (2003). Collaboration between parents and professionals: a cornerstone in the development of quality of services: I: The model. Livro de Actas. Proceedings 7th International Autism – Europe Congress. Centro de Congressos de Lisboa, Portugal, 14-16 Novembro 2003. p. 235. 

De Clerq, H. (2003). Ensinar a reconhecer, nomear, compreender e comunicar emoções. Experiências e introspecções do meu filho Thomas. Livro de Actas. Proceedings 7th International Autism – Europe Congress. Centro de Congressos de Lisboa, Portugal, 14-16 Novembro 2003. p. 233.

Deacy, E., Jennings, F., & O’Halloran, A. (2015). Transition of students with autistic spectrum disorders from primary to post-primary school: a framework for success. Support for Learning, 30 (4), 292-304.

Fortuna, R. (2014). The social and emotional functioning of students with an autistic spectrum disorder during the transition between primary and secondary schools. Support for Learning, 29 (2), 177-191.

Frith, U. (1989). Autism: Explaining the Enigma (1st ed.). Wiley-Blackwell

Hebron, J. S. (2018). School connectedness and the primary to secondary school transition for young people with autism spectrum conditions. British Journal of Educational Psychology, 88, 396-409.

Makin, C., Hill, V., & Pellicano, E. (2017). The primary-to-secondary school transition for children on the autism spectrum: A multi-informant mixed-methods study. Autism & Developmental Language Impairments, 2, 1-18. https://journals.sagepub.com/doi/pdf/10.1177/2396941516684834

Neal, S., & Frederickson, N. (2016). ASD transition to mainstream secondary: a positive experience? Educational Psychology in Practice, 32 (4), 355-373.

Tobin, H., Staunton, S., Mandy, W., Skuse, D., Hellriegel, J., Baykaner, O., Anderson, S., & Murin, M. (2012). A qualitative examination of parental experiences of the transition to mainstream secondary school for children with an autism spectrum disorder. Educational & Child Psychology, 29 (1), 75-85. https://www.researchgate.net/publication/260878365_A_qualitative_examination_of_parental_experiences_of_the_transition_to_mainstream_secondary_school_for_children_with_an_autism_spectrum_disorder