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Supporting and Sustaining the Transition to Formal Schooling for Children on the Autism Spectrum

  • Joann M. Migyanka
Chapter
Part of the Educating the Young Child book series (EDYC, volume 4)

Abstract

The dramatic increase in the number of children diagnosed with an autism spectrum disorder has become one of the most pressing challenges for educational institutions in providing appropriate educational services. Research literature is rich with evidence-based instructional strategies, and the Internet has exploded with information on treatment and interventions, some with unknown quality, often leading to confusion and fragmented services. For young children with autism , the transition to formal schooling can be a source of anxiety; it also can be extremely challenging for school personnel and parents. If schools merely implement preliminary transition support without a sustained support plan, it is very likely that the child with autism will display significant behavioral and academic challenges. This chapter will address researched best practices in developing initial and sustained planning for transition to include defining autism spectrum disorders, attitudes and perceptions, preparing for transition , families, classroom environment, and curricular considerations.

Keywords

Asperger Syndrome Classroom Environment Transition Transition Challenging Behavior Pervasive Developmental Disorder 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Springer Science+Business Media B.V. 2011

Authors and Affiliations

  1. 1.Department of Special Education & Clinical ServicesIndiana University of PennsylvaniaIndianaUSA

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