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The Effectiveness of Transition to School for Children with Autism Spectrum Disorder (ASD): A Systematic Review |
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PP: 1549-1561 |
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doi:10.18576/isl/120341
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Author(s) |
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Suliman S. Alothaim,
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Abstract |
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| Numerous factors, phases, stages, and stakeholders come into play when exploring the topic of transition to school for children diagnosed with autism spectrum disorder (ASD). Researchers interested in this topic must go through many procedures to eventually reach the end goals of their studies at the highest level possible of accuracy especially when their studies are built on the participation of children with ASD. Moreover, the transition to school is a multi-threaded topic and the possibilities that researchers can explore are endless. This study aimed to explore the issue of students with ASD transitioning to schools and scrutinize the multiple sub-topics associated with the process of transitioning. The study reviewed 16 studies that fell within the inclusion criteria to find out about (1) the main purpose of the studies, (2) what methodologies were used, and (3) whether researchers had pre-set hypotheses about ASD. Findings revealed that several topics and sub- topics were falling under the overarching umbrella of the issue of the transition to school for children with ASD. Researchers utilized many methodologies to examine the topics, some of which were common across some studies. Some studies were found to have included different groups of participants: children with ASD as well as other stakeholders for this group of children, such as parents, care providers, teachers, and workers of intervention programs. Most of the reviewed studies did not include prior hypotheses about ASD and speculations were not paramount elements.
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