Hostname: page-component-586b7cd67f-t7czq Total loading time: 0 Render date: 2024-11-28T03:23:51.377Z Has data issue: false hasContentIssue false
  • English
  • Français

The Experience of Transitioning Two Adolescents With Asperger Syndrome in Academically Focused High Schools*

Published online by Cambridge University Press:  03 May 2013

Roselyn M. Dixon  and
Kathleen Tanner
Roselyn M. Dixon*
Affiliation:
University of Wollongong, NSW, Australia
Kathleen Tanner
Affiliation:
University of Wollongong, NSW, Australia
*
Correspondence: Dr Roselyn M. Dixon, University of Wollongong, Faculty of Education, NSW 2522, Australia. E-mail: [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

Adolescents with Asperger syndrome (AS) are increasingly being placed in academically focused high schools. These students, although academically able, may not be coping with the wider classroom and social demands of transition to, and within, the high school environment. Schools are keen to enrol these students. However, there appears to be a gap between the rhetoric and the reality relating to the varying perceptions of key stakeholders. In this paper we present the results of a study of the perceptions of key stakeholders in the transition of two students with AS into two academically focused high schools. Eight participants were involved in semistructured, one-on-one interviews. Key stakeholders included executive teachers, classroom teachers, students and their caregivers. The results indicated that there were some differences in the teacher and caregiver perspectives across physical, academic and social areas of transition.

Keywords

Asperger syndrometransitionadolescentshigh schoolqualitative researchcaregiver perspective
Type
Articles
Information
Australasian Journal of Special Education , Volume 37 , Special Issue 1: Transitions for Students With Special Educational Needs , July 2013 , pp. 28 - 48
Copyright
Copyright © The Authors 2013 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Footnotes

*

This manuscript was accepted under the Guest Editorship of Chris Forlin.

References

Adreon, D., & Durocher, J.S. (2007). Evaluating the college transition needs of individuals with high-functioning autism spectrum disorders. Intervention in School and Clinic, 42, 271–279. doi:10.1177/10534512070420050201CrossRefGoogle Scholar
Adreon, D., & Stella, J. (2001). Transition to middle and high school: Increasing the success of students with Asperger syndrome. Intervention in School and Clinic, 36, 266–271. doi:10.1177/105345120103600502CrossRefGoogle Scholar
Agran, M., Blanchard, C., & Wehmeyer, M.L. (2000). Promoting transition goals and self-determination through student self-directed learning: The self-determination learning model of instruction. Education and Training in Mental Retardation and Developmental Disabilities, 35, 351–364.Google Scholar
Ainley, J. (1995). Students' views of their schools. Unicorn, 21, 5–16.Google Scholar
Akos, P. (2002). Student perceptions of the transition from elementary to middle school. Professional School Counseling, 5, 339–345.Google Scholar
American Psychiatric Association. (2012). DSM-V development. Retrieved October 19, 2012, from http://www.dsm5.org/Pages/Default.aspxGoogle Scholar
Attwood, T. (2007). A complete guide to Asperger's syndrome. London, UK: Kingsley.Google Scholar
Barnes, C. (2003). What a difference a decade makes: Reflections on doing ‘emancipatory’ disability research. Disability & Society, 18, 3–17. doi:10.1080/713662197CrossRefGoogle Scholar
Barnhill, G.P. (2004). Asperger syndrome: A guide for secondary school principals. Principal Leadership, 5 (3), 11–15.Google Scholar
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77–101. doi:10.1191/1478088706qp063oaCrossRefGoogle Scholar
Bullard, H.R. (2004). Ensure the successful of inclusion of a child with Asperger syndrome in the general education classroom. Intervention in School and Clinic, 39, 176–180. doi:10.1177/10534512040390030801Google Scholar
Corbin, J., & Strauss, A. (2008). Basics of qualitative research (3rd ed.). Thousand Oaks, CA: Sage.Google Scholar
Creswell, J.W. (2007). Qualitative inquiry and research design: Choosing among five approaches (2nd ed.). Thousand Oaks, CA: Sage.Google Scholar
Dalton, A.C. (2009). Aiding in the transition from primary to secondary school. The Plymouth Student Educator, 1, 1–11.Google Scholar
Ennis, D., & Manns, C. (2004). Breaking down the barriers to learning: Practical strategies for achieving successful transition for students with autism and Asperger syndrome. London, UK: DfES.Google Scholar
Frith, U. (2004). Confusions and controversies about Asperger syndrome. Journal of Cognitive and Behavioural Psychotherapies, 4, 103–130.Google Scholar
Ganeson, K., & Ehrich, L.C. (2009). Transition into high school: A phenomenological study. Educational Philosophy and Theory, 41, 60–78. doi:10.1111/j.1469-5812.2008.00476.xCrossRefGoogle Scholar
Geenen, S., Powers, L.E., & Lopez-Vasquez, A. (2001). Multicultural aspects of parent involvement in transition planning. Exceptional Children, 67, 265–282.CrossRefGoogle Scholar
Graetz, J.E., & Spampinato, K. (2008). Asperger's syndrome and the voyage through high school: Not the final frontier. Journal of College Admission, Winter 2008(198), 19–24.Google Scholar
Hay, I., & Winn, S. (2003). The sources of stress for special educators working in inclusive settings. In Bartlett, B. J., Bryer, F., & Roebuck, D. (Eds.), Reimagining practice: Researching change (Vol. 2, pp. 47–58). Brisbane, Australia: School of Cognition, Language and Special Education, Griffith University.Google Scholar
Hay, I., & Winn, S. (2005). Students with Asperger's syndrome in an inclusive secondary school environment: Teachers’, parents’, and students' perspectives. Australasian Journal of Special Education, 29, 140–154. doi:10.1080/1030011050290206Google Scholar
Heatherington, S.A., Durant-Jones, L., Johnson, K., Nolan, K., Smith, E., Taylor-Brown, S., & Tuttle, J. (2010). The lived experiences of adolescents with disabilities and their parents in transition planning. Focus on Autism and Other Developmental Disabilities, 25, 163–172. doi:10.1177/1088357610373760CrossRefGoogle Scholar
Ivey, J.K. (2004). What do parents expect? A study of the likelihood and importance of issues for children with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 19, 27–33. doi:10.1177/10883576040190010401CrossRefGoogle Scholar
Jindal-Snape, D., Douglas, W., Topping, K.J., Kerr, C., & Smith, E.F. (2006). Autistic spectrum disorders and primary-secondary transition. International Journal of Special Education, 21 (2), 18–31. Retrieved August 3, 2011, from http://www.internationalsped.com/documents/03Jindalsnape.docGoogle Scholar
Konza, D. (2005). Secondary school success for students with Asperger's syndrome. Australasian Journal of Special Education, 29, 128–139. doi:10.1080/1030011050290205Google Scholar
Laragy, C. (2004). Self-determination within Australian school transition programmes for students with a disability. Disability & Society, 19, 519–530. doi:10.1080/0968759042000235343CrossRefGoogle Scholar
Lawrence, C. (2010). Successful school change and transition for the child with Asperger syndrome: A guide for parents. London, UK: Kingsley.Google Scholar
Maras, P., & Aveling, E.-L. (2006). Students with special educational needs: Transitions from primary to secondary school. British Journal of Special Education, 33, 196–203. doi:10.1111/j.1467-8578.2006.00439.xCrossRefGoogle Scholar
McMaugh, A., & Debus, R. (2000, November). “Just make friends, that's the most important thing!” School transition and making friends. The concerns and worries of children with illness and disability. Paper presented at the AARE-NZARE 1999 Conference, Melbourne, Australia. Retrieved June 2, 2011, from http://www.aare.edu.au/99pap/mcm99171.htmGoogle Scholar
Newsome, W.S. (2000). Parental perceptions during periods of transition: Implications for social workers serving families coping with autism. Journal of Family Social Work, 5 (2), 17–31. doi:10.1300/J039v05n02_03CrossRefGoogle Scholar
NSW Department of Education and Training (NSW DET). (2006). Our middle years learners — Engaged, resilient, successful: An education strategy for Years 5–9 in NSW 2006–2009. Retrieved August 3, 2010, from https://www.det.nsw.edu.au/media/downloads/newsroom/yr2006/oct/middleyrs.pdfGoogle Scholar
NSW Department of Education and Training (NSW DET). (2009). 2009 Selective High School and Opportunity Class Placement Unit: Year 7 entry to selective high schools application package. Sydney, Australia: Educational Measurement and School Accountability Directorate, NSW Department of Education and Training. Retrieved from http://www.schools.nsw.edu.au/media/downloads/schoolslearning/k_6assessments/ss_apppackage.pdfGoogle Scholar
Patton, J.R., Cronin, M.E. & Jairrels, V. (1997). Curricular implications of transition: Life skills instruction as an integral part of transition education. Remedial and Special Education, 18, 294–306. doi:10.1177/074193259701800505CrossRefGoogle Scholar
Phemister, A. (2005). Reaching kids with Asperger's syndrome. The Education Digest, 71 (2), 58–63.Google Scholar
Roeser, R.W., Midgley, C., & Urdan, T.C. (1996). Perceptions of the school psychological environment and early adolescents’ psychological and behavioral functioning in school: The mediating role of goals and belonging. Journal of Educational Psychology, 88, 408–422. doi:10.1037/0022-0663.88.3.408CrossRefGoogle Scholar
Rossetti, Z.S., & Goessling, D.P. (2010). Paraeducators roles in facilitating friendships between secondary students with and without autism spectrum disorders or developmental disabilities. Teaching Exceptional Children, 42 (6), 64–70.CrossRefGoogle Scholar
Rubin, H.J., & Rubin, I.S. (2005). Qualitative interviewing: The art of hearing data (2nd ed.). Thousand Oaks, CA: Sage.CrossRefGoogle Scholar
Safran, J.S. (2002). Supporting students with Asperger's syndrome in general education. Teaching Exceptional Children, 34 (5), 60–66.CrossRefGoogle Scholar
Saggers, B., Hwang, Y.-S., & Mercer, K.L. (2011). Your voice counts: Listening to the voice of high school students with autism spectrum disorder. Australasian Journal of Special Education, 35, 173–190. doi:10.1375/ajse.35.2.173CrossRefGoogle Scholar
Shoffner, M.F., & Williamson, R.D. (2000). Facilitating student transitions into middle school. Middle School Journal, 31 (4), 47–52.CrossRefGoogle Scholar
Stake, R.E. (2006). Multiple case study analysis. New York, NY: Guilford.Google Scholar
Thoma, C.A. (1999). Supporting student voice in transition planning. Teaching Exceptional Children, 31 (5), 4–9.CrossRefGoogle Scholar
Yin, R.K. (2009). Case study research: Design and methods (4th ed.). Thousand Oaks, CA: Sage.Google Scholar
Webb, J.T., Amend, E.R., Webb, N.E., Goerss, J., Beljan, P., & Olenchak, F.R. (2005). Misdiagnosis and dual diagnoses of gifted children and adults: ADHD, bipolar, OCD, Asperger's, depression, and other disorders. Scottsdale, AZ: Great Potential.Google Scholar
Wehman, P., & Thoma, C. (2006). Teaching for transition. In Wehman, P. (Ed.), Life beyond the classroom: Transition strategies for young people with disabilities (4th ed., pp. 201–236). Baltimore, MD: Brookes.Google Scholar
Winn, S., & Hay, I. (2009). Transition from school for youths with a disability: Issues and challenges. Disability & Society, 24, 103–115. doi:10.1080/09687590802535725CrossRefGoogle Scholar