Teaching Students with Autism Spectrum Disorders

Chapter Six
Transition Planning
Students with ASD frequently have difficulty with the unknown
and may fear the unpredictable, making it difficult for them to take
in all of the information presented by a new situation, determine
what the expectations are, and then generate appropriate responses.
As a result, transitions are often difficult for them and may result
in increased anxiety and inappropriate or resistant behaviours.
Transitions for students with ASD should be carefully and
thoughtfully planned, including transitions into the school system,
between activities and settings throughout the day, from one
grade to the next, from one school to another, and to adult life.
As change is a part of life, it is not possible to provide a program
and environment that is free from transitions and free from change.
The goal is to help the student cope with changes and adapt to a
variety of settings. Anxiety can often be decreased and inappropriate
behaviours prevented or reduced if the student is prepared for change
and transition. The strategies for communication development and
the suggestions for instructional approaches in Chapter 3, Teaching
Students with Autism Spectrum Disorders, can be used to help them
understand and cope with change. School staff members who work
with students with ASD need to be prepared as they enter the new
environment or situation. Refer to Appendix J for a checklist of
ideas for transitions.
Transition into the School System
Schools and parents should plan well in advance for the child’s
entry into kindergarten. February of the preceding school year is
a good time to begin this process. A range of support services for
the child and family may have already been in place before
Kindergarten. Often the child has been in a preschool, child care
program, or has been receiving a home based early intervention
program.
Pre-school children who have been receiving services may have
an Early Intervention Team established before school entry. The
relevant school staff then join the team as plans are made to transition
the child into kindergarten. Chapter 8, Planning Support for Students
with ASD, contains further information regarding the SEP process.
Parents often seek reassurance that the child’s supports from the
preschool years will continue in the Kindergarten program. They
may need assistance in understanding that there will be differences
Teaching Students with Autism Spectrum Disorders 73