How does transitioning to a mainstream satellite class affect the learning, social and emotional functioning of special school pupils on the autism spectrum?

Background In the ‘satellite’ model of education, special school pupils with autism are relocated to mainstream schools but remain in separate (‘satellite’) classes, receiving the tailored curriculum and specialist... [ view full abstract ]

Background
In the ‘satellite’ model of education, special school pupils with autism are relocated to mainstream schools but remain in separate (‘satellite’) classes, receiving the tailored curriculum and specialist teaching of the originating school, with access to the social and learning opportunities of a mainstream placement. There is little research examining the impact of such transitions. This study evaluates the satellite model by examining the learning, social and emotional functioning of students transitioning from an autism-specific special school to satellite classrooms in mainstream primary and secondary schools.
Methodology
Questionnaires and interviews with autistic students (n = 10), their parents and teachers were used to explore the academic, social, emotional and behavioural development of transitioning students immediately before and one year after transition.
Results
Analyses are on-going. Preliminary results suggest that the transition to satellite classes affects many aspects of students’ behaviour and learning, including their independence, behaviour, academic skills, social competence and self-awareness.
We will also consider whether satellite classes have a positive impact in developing greater awareness and acceptance of autism among mainstream students and the impact of the loss of transitioning students on those who remain.
Conclusions
The research offers a unique insight into the experience of transitioning from special school to satellite classrooms in a mainstream setting, from the viewpoint of the young people, their parents and teachers. The findings will highlight the benefits and also the challenges of the process, thereby offering recommendations for maximising successful outcomes for all those involved.

Liz Pellicano has received grant or research support from the UK’s Medical Research Council and Economic and Social Research Council, The Leverhulme Trust, the European Council, the Australian Research Council, the Nuffield... [ view full abstract ]

Liz Pellicano has received grant or research support from the UK’s Medical Research Council and Economic and Social Research Council, The Leverhulme Trust, the European Council, the Australian Research Council, the Nuffield Foundation, Research Autism, and the Waterloo Foundation.

Anna Remington has received grant or research support from the UK’s Economic and Social Research Council, The British Academy, The Leverhulme Trust, and the Baily Thomas Charitable Fund.