[article] 
inJournal of Autism and Developmental Disorders > 49-8 (August 2019) . - p.3073-3088

Titre :	Preparing Children with Autism for Transition to Mainstream School and Perspectives on Supporting Positive School Experiences
Type de document :	texte imprimé
Auteurs :	T. J. LARCOMBE, Auteur ; A. V. JOOSTEN, Auteur ; R. CORDIER, Auteur ; S. VAZ, Auteur
Article en page(s) :	p.3073-3088
Langues :	Anglais (eng)
Mots-clés :	Autism  Inclusion  Primary school  School readiness  Social competence  Social skills
Index. décimale :	PER Périodiques
Résumé :	School readiness is important to a positive start and success in school but children with Autism Spectrum Disorder (ASD) are at risk of not being school-ready. This study aimed to explore parent and therapist perspectives on school readiness skills of children with ASD and factors impacting on a positive mainstream school experience. A mixed methods design was used. Key findings were that school readiness depends on child and school factors, with social skills the most important child factor. The child's experience was largely reliant on teacher and education assistant attitudes and highlighted a need for further training and support. This study identified areas of focus for early intervention as well as school-aged intervention and the need for collaborative practice.
En ligne :	http://dx.doi.org/10.1007/s10803-019-04022-z
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403

[article] Preparing Children with Autism for Transition to Mainstream School and Perspectives on Supporting Positive School Experiences [texte imprimé] / T. J. LARCOMBE, Auteur ; A. V. JOOSTEN, Auteur ; R. CORDIER, Auteur ; S. VAZ, Auteur . - p.3073-3088.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 49-8 (August 2019) . - p.3073-3088

Mots-clés :	Autism  Inclusion  Primary school  School readiness  Social competence  Social skills
Index. décimale :	PER Périodiques
Résumé :	School readiness is important to a positive start and success in school but children with Autism Spectrum Disorder (ASD) are at risk of not being school-ready. This study aimed to explore parent and therapist perspectives on school readiness skills of children with ASD and factors impacting on a positive mainstream school experience. A mixed methods design was used. Key findings were that school readiness depends on child and school factors, with social skills the most important child factor. The child's experience was largely reliant on teacher and education assistant attitudes and highlighted a need for further training and support. This study identified areas of focus for early intervention as well as school-aged intervention and the need for collaborative practice.
En ligne :	http://dx.doi.org/10.1007/s10803-019-04022-z
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403