Looking Back at the Transition to High School: Perspectives from Families with Students with Autism Spectrum Disorder Public Deposited

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  • March 22, 2019
  • Common, Eric Alan
    • Affiliation: School of Education
  • In an effort to better understand the unique experiences of high school students with ASD, and the transition into high school, information gleaned from a literature review, focus group study, and survey study were used to triangulate patterns across multiple and varied data sources. A total of 33 parents and 8 adolescents/young adults with autism spectrum disorder (ASD) participated across studies. Findings revealed that students and parents viewed high school dimensions as more negative, than positive. Social aspects were the most positive dimensions across individuals with ASD and parent perspectives. The three most positive features about high school for students, perceived by parents included: getting good grades, making new friends, and freedom to choose classes. While for parents, the three most positive features for their child were: taking classes in new subjects, freedom to choose some classes, and getting good grades were. In terms of orienting students with ASD during the transition to middle school to high school, both groups preferred personnel support to orientation activities. Most orientation activities students with ASD participated in were informal and highly individualized (e.g., parent, student, teacher conference; walk through schedule). Recommendations for practice are proposed. Future directions and limitations of this study are discussed.
Date of publication
Resource type
Rights statement
  • In Copyright
  • Odom, Samuel L.
  • Master of Arts
Degree granting institution
  • University of North Carolina at Chapel Hill
Graduation year
  • 2013

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