School of Education, University of New South Wales, Sydney, 2052, Australia.
Res Dev Disabil. 2020 Dec;107:103783. doi: 10.1016/j.ridd.2020.103783. Epub 2020 Sep 30.
Student-focused planning has emerged as a primary indicator of post-school success. However, without mandated policies or procedures in place for transition planning in Australia, students with autism will continue to be minimally engaged or completely disengaged from the transition planning process in schools. This is likely to significantly impact post-school outcomes for these students. While previous studies have investigated the extent of student involvement in their IEP transition planning meetings, none of these studies considered the views of students with autism, despite research suggesting that children are experts of their own experiences and their own lives.
The aim of the current study was to determine how involved students with autism were in the transition planning process.
Interviews were conducted with 18 students with autism aged 15-18 years. Interviews were analysed using inductive content analysis.
The results revealed that students lacked knowledge of the transition planning process, however many students expressed the desire to be significantly involved in the process. The majority of students reported that they only contributed minimally during meetings. Numerous students reported being unaware of existing transition practices (i.e., work experience opportunities) that were in place for them.
There is an urgent need for transition planning to be mandated in Australia to allow students with disabilities to receive appropriate support in school (i.e., schools and teachers should actively advocate person-centered planning and support students to develop self-determination skills).
以学生为中心的规划已成为毕业后成功的主要指标。然而，由于澳大利亚在过渡规划方面没有强制性政策或程序，自闭症学生将继续在学校的过渡规划过程中被最小程度地参与或完全不参与。这可能会对这些学生的毕业后结果产生重大影响。虽然之前的研究已经调查了学生在他们的 IEP 过渡规划会议中的参与程度，但这些研究都没有考虑自闭症学生的观点，尽管研究表明，儿童是自己经历和生活的专家。
本研究旨在确定自闭症学生在过渡规划过程中的参与程度。
对 18 名 15-18 岁的自闭症学生进行了访谈。使用归纳内容分析法对访谈进行了分析。
结果表明，学生对过渡规划过程缺乏了解，但许多学生表示希望在该过程中得到重大参与。大多数学生报告说，他们在会议上只做了很少的贡献。许多学生报告说，他们不知道为他们提供的现有过渡实践（即工作经验机会）。
澳大利亚迫切需要规定过渡规划，以使残疾学生在学校获得适当的支持（即，学校和教师应积极倡导以个人为中心的规划，并支持学生发展自我决定技能）。
