Transition and transfer have gained increased coverage in the literature in recent years both nationally (Barnes-Holmes, Scanlon, Desmond, Shevlin & Vahey, 2013; Government of the UK, 1981; INTO, 2008; McCoy, Smyth, Watson & Darmody, 2014; McElroy, 2010; Smyth, 2017) and internationally (DCSF, 2008; Galton & McLellan, 2018; Ganeson & Ehrich, 2009; le Métais, 2003; Pietarinen, Pyhältö & Soini, 2010). It is recognised that a pupil's ability to cope with the myriad of personal, developmental, systemic and social changes that occur during the early stages of childhood can impact on their sense of
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well-being, self-identity and future long-term prospects (Anderson, Jacobs, Schramm & Splittgerber, 2000; OECD, 2017b; Vogler, Crivello & Woodhead, 2008). In the UK, it has been suggested that future research should focus on ways that will improve the daily lives of individuals with autism (Pellicano, Dinsmore & Charman, 2014). Many studies have highlighted the significance of planning and supporting individuals on the autism spectrum at critical stages of transition in their lives, as they move into and from compulsory education, into adult services, higher education and employment (Deegan & Murphy, 2015; NCSE, 2015; NIASA, 2003; Pellicano, Dinsmore & Charman, 2014).
A number of studies have focused specifically on the experiences of transition and transfer for individuals with autism from early childhood education to primary school (OECD, 2017b; Smyth, 2018), from primary to post-primary school (Hannah & Topping, 2013; Jindal- Snape & Foggie, 2008; Makin, Hill & Pellicano, 2017; McElroy, 2010), and from post-primary school to further education (Bell, Devecchi, McGuckin & Shevlin, 2017) and adulthood in general (Roux, Shattuck, Rast, Rava & Anderson, 2015; Taylor, Adams & Bishop, 2017). These experiences can present a number of challenges and opportunities for all young people at various stages of their development, in particular for individuals on the autism spectrum and their families (Dillon & Underwood, 2012; Jones et al., 2008; Nuske et al., 2018; Stoner, Angell, House & Bock, 2007). Maras and Aveling (2006) acknowledged the challenges some individuals experience during transition "since difficulties adapting to change or unusual situations are a particular
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feature of autism" (p.198). The publication of national parental guidelines on transitions (NCSE, 2016c) and on the transfer to post- primary school (NCSE, 2016e) acknowledge the importance of planning and preparing for change for all pupils on the autism spectrum.
For the purposes of this research, transfer is the term used to denote the entrance and exit years of schooling that involves the movement of pupils between different educational settings (Demetriou, Goalen & Rudduck, 2000; Galton, Gray & Rudduck, 2003; Galton, Morrison & Pell, 2000). The theme of transfer will outline stakeholders' experiences, as pupils move from pre-school to primary school and then onto post-primary school.
Transition is used to describe pupils’ experiences of change on a daily, monthly or annual basis that occur within the same school (Demetriou, Goalen & Rudduck, 2000; Galton, Gray & Rudduck, 2003; Galton, Morrison & Pell, 2000). Transition is now viewed as an event and an evolving process that can occur over the short, medium and long term within the home, school and community environments (Deegan & Murphy, 2015; Vogler, Crivello & Woodhead, 2008). Kagan and Neuman (1998) defined transitions "as the continuity of experiences that children have between periods and between spheres of their lives" (p.366). These can be divided into vertical and horizontal transitions (Kagan & Neuman, 1998; OECD, 2017b; Pietarinen, Pyhältö & Soini, 2010; Stoner et al., 2007; Vogler, Crivello & Woodhead, 2008). Vertical transitions refer to significant milestones experienced by children in their lives, one of which includes the movement between different educational
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settings. Horizontal transitions describe the changes regularly experienced by children in their daily lives as they navigate the environments of their own home, school and community. Anderson et al. (2000) suggested that "school transitions interrupt the continuity of life" (p.326). As a result, this presents additional challenges for pupils on the autism spectrum to cope with, at a time of immense change in their young lives.
The transfer from primary to post-primary school is a challenging time for all pupils (Mellor & Delamont, 2011; Smyth, 2017; Zeedyk et al., 2003), especially for those on the autism spectrum (Dann, 2011; Makin, Hill & Pellicano, 2017; NCSE, 2015; Tobin et al., 2012). A literature review carried out in New Zealand (McGee, Ward, Gibbons & Harlow, 2003) reported eight major themes associated with transfer and these included academic attainment, social adjustment, linkages between schools, organisational issues, pupil perceptions, cultural factors, socio- economic factors and gender differences. In the UK, the long established five bridges of transfer were identified as key areas within the transfer process (Galton, Gray & Rudduck, 1999; Galton & McLellan, 2018). The main areas identified for successful transfer to post-primary school related to school administration and bureaucracy, social and personal issues, curriculum continuity, pedagogy and managing learning. In Finland, the idea of managing learning and assisting pupils to become more professional learners has been recognised as important during the overall process of transfer (Lahelma & Gordon, 1997). In New South Wales, Australia, the transfer experiences of sixteen pupils were
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documented and analysed based on their first ten weeks in high school (Ganeson & Ehrich, 2009). Seven themes impacting on pupils' transfer experiences were identified and revolved around school supports, the role of the peer group, the challenges of new procedures, different types of learning activities, pupils' levels of self-confidence, homework, and the role of teachers. In the United States of America, the transfer experiences of pupils can be improved by supporting pupils before, during and after the transfer has taken place (Anderson et al., 2000). Based on these findings, O'Brien (2004) aptly asserted that the "transfer from first to second-level schooling is a multi-faceted and complex process" (p.10).
Deficits in the knowledge of policies regarding the development, implementation and evaluation of transitions have emerged across the OECD in recent years (OECD, 2017b). Well-structured and organised transition programmes can greatly improve pupils’ educational and social outcomes as they progress through school and beyond (OECD, 2017b). The collaboration of trained staff and multidisciplinary teams across health and education are essential to enhance pupils’ experiences of transition and transfer (Jones et al., 2008; NCSE, 2015). The importance of planning for transitions at important stages in the lives of individuals with autism—covering all aspects of education, health and access to supports—has been acknowledged in the national (Deegan & Murphy, 2015; NCSE, 2015) and international literature (Hatfield, Ciccarelli, Falkmer & Falkmer, 2018; Jones et al., 2008; NIASA, 2003; Roux et al., 2015). In their evaluation of education for pupils with autism
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across Irish schools, Daly et al. (2016) reported that experiences were mixed in participating schools on the issue of transition, calling for transition protocols to be introduced with roles and responsibilities of stakeholders being more clearly defined.
Based on the evidence presented, transition and transfer are key themes of this research, focusing on pupils' experiences at various stages within primary and post-primary school. Findings from this research could inform the planning for services and supports for individuals transitioning from compulsory schooling, to further education, adult services and employment (McGuckin, Shevlin, Bell & Devecchi, 2013).