A Study on Experience of Parents and Teachers for the Transition from Elementary to Middle School of Student with Autism Spectrum Disorder

Abstract

The purpose of this study is to provide an efficient transition program for parents and teachers of students with autism spectrum disorders who are in the transition process from elementary to middle school and to suggest the necessity of parent-teacher partnership. To achieve this, data analysis according to the grounded theory was conducted after implementing in-depth interview and focus group interview targeting nine parents and three teachers of students with autism spectrum disorders. Results of the study are as follows. Firstly, as for parent-teacher experiences, concepts such as difficulties in school life resulting from characteristics of students with autism spectrum disorder, successive transition process of worries, negative view of school life, concerns in the transitions to the middle school, experiences of personal life, strategy for the efficient transition, and preparation process for future were emerged. Secondly, as for the transition programs of elementary and secondary education for students with autism spectrum disorders, there are needs in professional transition counseling, transition education for students, parents, and teachers, liaison to NICE system, systematic diagnosis and placement, and making ITP at the elementary school level. Thirdly, as for parent-teacher partnership in the transition process of students of autism spectrum disorders, three types such as active cooperative relationship, passive cooperative relationship, and non-cooperative relationship were appeared based on the attention and cooperative attitude about transition. Lastly, conditional matrix at personal level, school level, and national level were suggested to demonstrate the core category, that is, the overall explanation of making the efficient transition system by the partnership of parent-teacher. This study is expected to suggest the direction of developing transition programs and systems for students with disabilities by the systematic understanding of circumstances of transition process based on the grounded theory.