International Experiences and Implications in Transition Support from Early Years to Primary School for Children with Autism Spectrum Disorder:A Policy Analysis of the United States,the United Kingdom,Australia,and New Zealand
The transition from kindergarten to primary school is a pivotal point in the developmental trajectory of children with autism spectrum disorder(ASD).However,their social difficulties,sensory abnormalities,and limited cognitive flexibility make them face more severe challenges during the transition period.Providing effective,coordinated,and individualized transition support services for children with ASD to facilitate successful and smooth transitions has become an urgent priority in the context of high-quality educational development in China.This study follows a research pathway of sample selection,framework construction,and comparative analysis.Utilizing procedural grounded theory and MAXQDA analysis software,the study systematically examines the transition support policies for children with ASD in the United Kingdom,the United States,Australia,and New Zealand.The findings reveal that these countries emphasize the establishment of interdisciplinary support teams,advocate the development of individualized transition plans and multi-dimensional information-sharing mechanisms,and encompass support for school readiness,school placement,and school adaptation in their support content.Based on these insights,a transition guide for children with ASD moving from kindergarten to primary school should be developed to provide a"blueprint"for transition support;develop transition courses that enhance their readiness for school;and empower key stakeholders to deliver comprehensive and dynamic transition support services.
children with autism spectrum disordertransition from kindergarten to primary schoolinternational comparisontransition support
NETL
NSTL
万方数据
