Barriers to and Facilitators of Successful Early School Transitions for Children with Autism Spectrum Disorders and Other Developmental Disabilities: A Systematic Review

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  • Additional Information
    • Availability:
      Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: [email protected]; Web site: https://link.springer.com/
    • Peer Reviewed:
      Y
    • Source:
      16
    • Education Level:
      Early Childhood Education
      Elementary Education
      Kindergarten
      Primary Education
    • Subject Terms:
      Barriers; Autism; Pervasive Developmental Disorders; Developmental Disabilities; Students with Disabilities; Kindergarten; Student Adjustment; Educational Cooperation; Young Children; Educational Research; Transitional Programs; Early Childhood Education
    • Accession Number:
      10.1007/s10803-019-03938-w
    • ISSN:
      0162-3257
    • Abstract:
      Early school transitions are exciting, yet challenging, experiences for children with special needs, such as autism spectrum disorder (ASD), and their families. Transition to school support practices can help facilitate this difficult process for key stakeholders. The purpose of this systematic review was to synthesize the literature on transition to kindergarten support practice use for children with ASD and other developmental disabilities. Qualitative and quantitative studies were analyzed using textual narrative synthesis, following the guidelines from the Centre for Reviews and Dissemination. Overall, 39 individual studies were included. Results highlighted particular parent, child, and support staff needs during the transition to school, while also emphasizing the importance of collaborative practices in facilitating successful school beginnings.
    • Abstract:
      As Provided
    • Publication Date:
      2020
    • Accession Number:
      EJ1255388