"I really do like socialising with my friends..." - Social support for young people with autism in transition
Jacqui Shepherd
University of Sussex
Jacqui is a Lecturer in Education and is Course Leader for the BA in Childhood and Youth: Theory and Practice. She also co-ordinates the SEND provision for trainee teachers within the department and supervises research students with interests in special educational needs, autism, disability and inclusion.
Jacqui's doctoral research was a longitudinal exploration of the transition of young people with autism as they left special school to go on to mainstream further education colleges. Her other research interests include special educational needs and disabilities, inclusive education, autism, learning difficulties and transitions for young people with disabilities into work, training and adulthood.
Abstract
Background: This longitudinal research study set out to understand the experience of transition from the point of view of young people with autism as they left special school and started at mainstream college. The research... [ view full abstract ]
Background:
This longitudinal research study set out to understand the experience of transition from the point of view of young people with autism as they left special school and started at mainstream college. The research used case study and longitudinal approaches to interview young people, their parents and tutors; in particular, visual methods were explored in order to engage the young people in the research.
Rationale:
Whilst an unsettling time for many young people, the prospect of leaving the school environment and moving on to college can be overwhelming for young people with autism and learning difficulties. The research focused on learning about transition experiences from the point of view of young people and their families in order to inform policy and practice.
Main points:
One of the main themes emerging from the research was the overwhelming importance of the social for young people with autism and the reality of tensions between independence and vulnerability for them and for their families. The young people in this research were clearly motivated by social interaction and learning alongside their peers despite encountering difficulties and challenges along the way. Both ‘real life’ socialising and on line social networking are examined in this presentation.
Conclusions:
Transition planning needs to take a more holistic approach to individual needs including social transition to college. By taking account of social aspects of learning we can work towards a more truly inclusive learning environment enriching the social lives of young people with autism along the way.
Ethics and permissions statement and / or disclosure of potential conflict of interest (if relevant)
This research was carried out for the award of Doctor of Philosophy in Education at the University of Sussex (and has been awarded as such). The proposal for the research was cleared by the University of Sussex Research... [ view full abstract ]
This research was carried out for the award of Doctor of Philosophy in Education at the University of Sussex (and has been awarded as such). The proposal for the research was cleared by the University of Sussex Research Ethics Committee and the author was meticulous about securing ongoing consent from all participants and in preserving their anonymity, dignity and respect.
The doctorate was funded by the Economic and Social Research Council.
Authors
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Jacqui Shepherd
(University of Sussex)
Topic Area
Topics: Research
Session
S9 » Symposia: Lifespan; life cycles/transitions I (09:00 - Saturday, 17th September, Tinto Room)
Presentation Files
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