ASD academic transitions: Trends in parental perspective

Cindy Lee, Kathleen M. McCoy, Stanley Zucker, Sarup Mathur

Research output: Contribution to journalArticle

2 Scopus citations

Abstract

Academic transitions are a necessary and important part of an ASD student’s life. Parental involvement and perspective is a vital part of each transition planning process. The primary goal of this research was to identify trends in parent perspectives regarding ASD academic transitions through meta-synthesis of current research. The research also seeks to identify shifts in parent perceptions of the importance of specific transitional program elements during different academic transitional periods. Results indicated a clear trend within each academic transition category as well as trends throughout the transition periods. The main trend in parental perspective throughout the transitions is the de-structuration of the transition planning process and increased personalization with the advancement of each academic transition. Possible uses of research results to ease the transition planning process for parents are summarized and discussed.

Original languageEnglish (US)
Pages (from-to)576-593
Number of pages18
JournalEducation and Training in Autism and Developmental Disabilities
Volume49
Issue number4
Publication statusPublished - Dec 1 2014

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ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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