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A Familiarization Protocol Facilitates the Participation of Children with ASD in Electrophysiological Research
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Supporting self-determination of autistic students in transitions
Amanda Webster1, Susan Bruck2, Beth Saggers3
1University of Wollongong, School of Education, Faculty of Arts, Social Sciences and Humanities, Wollongong, NSW 2522 Australia; Cooperative Research Centre for Living with Autism (Autism CRC), Brisbane, Australia.
Research in Developmental Disabilities
|July 7, 2022
Summary
Current school transition supports for autistic students often fail to foster self-determination. Strategies need to actively involve students to build autonomy and competence for long-term success.
Area of Science:
- Educational Psychology
- Developmental Psychology
- Special Education
Background:
- Autistic students require tailored transition support, yet provision varies significantly across schools.
- Existing strategies may not adequately reduce anxiety or build self-determination during educational transitions.
Purpose of the Study:
- To identify transition supports used in Australian schools for autistic students.
- To critically evaluate these supports using self-determination theory.
Main Methods:
- Quantitative surveys with 422 parents, educators, and specialists.
- Qualitative in-depth interviews with 30 participants.
Main Results:
- Schools utilize diverse strategies, programs, and planning for student transitions.
- Autistic students are frequently passive recipients, with limited involvement in strategy planning and implementation.
Conclusions:
- Current transition supports may offer short-term assistance but are unlikely to develop long-term self-determination in autistic students.
- Supports should be re-evaluated to foster autonomy, competence, and relatedness for successful future transitions.
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