Prevention of absenteeism and school failure in students with ASD: Improving the transition from primary to secondary school

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.).