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This study concerns the issue of the transition of children with autism from intensive behavioural intervention (IBI) programs to school. Literature on the transition of children with autism is sparse, and anecdotal evidence suggests there are significant challenges. The current study used survey methodology to examine the beliefs of IBI program and school system staff about this transition, and the similarities and differences between their beliefs and experiences. It was found that, in some respects, the transition beliefs of the two groups were similar. However, there were notable differences between the ideal views of transition processes and actual experiences of participants in both groups, as well as some barriers to the process. Directions for future research and implications for practice are discussed.
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