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J Autism Dev Disord. 2019 Feb 26. doi: 10.1007/s10803-019-03938-w. [Epub ahead of print]

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

Author information

1
Department of Educational and Counselling Psychology, McGill University, Montreal, QC, H3A 1Y2, Canada. laura.fontil@mail.mcgill.ca.
2
Department of Educational and Counselling Psychology, McGill University, Montreal, QC, H3A 1Y2, Canada.

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.

KEYWORDS:

Autism spectrum disorders; Developmental disabilities; Interagency collaboration; Transition to school

PMID:
30806855
DOI:
10.1007/s10803-019-03938-w

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