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Barriers to and Facilitators of Successful Early School Transitions for Children with Autism Spectrum Disorders and Other Developmental Disabilities: A Systematic Review / Laura FONTIL in Journal of Autism and Developmental Disorders, 50-6 (June 2020)
[article]
Titre : Barriers to and Facilitators of Successful Early School Transitions for Children with Autism Spectrum Disorders and Other Developmental Disabilities: A Systematic Review Type de document : Texte imprimé et/ou numérique Auteurs : Laura FONTIL, Auteur ; Jalisa GITTENS, Auteur ; Emily BEAUDOIN, Auteur ; Ingrid E. SLADECZEK, Auteur Article en page(s) : p.1866-1881 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders Developmental disabilities Interagency collaboration Transition to school Index. décimale : PER Périodiques Résumé : 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. En ligne : http://dx.doi.org/10.1007/s10803-019-03938-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=425
in Journal of Autism and Developmental Disorders > 50-6 (June 2020) . - p.1866-1881[article] Barriers to and Facilitators of Successful Early School Transitions for Children with Autism Spectrum Disorders and Other Developmental Disabilities: A Systematic Review [Texte imprimé et/ou numérique] / Laura FONTIL, Auteur ; Jalisa GITTENS, Auteur ; Emily BEAUDOIN, Auteur ; Ingrid E. SLADECZEK, Auteur . - p.1866-1881.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 50-6 (June 2020) . - p.1866-1881
Mots-clés : Autism spectrum disorders Developmental disabilities Interagency collaboration Transition to school Index. décimale : PER Périodiques Résumé : 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. En ligne : http://dx.doi.org/10.1007/s10803-019-03938-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=425 Social validation of an online tool to support transitions to primary school for children with autism / Rhylee SULEK in Research in Autism Spectrum Disorders, 66 (October 2019)
[article]
Titre : Social validation of an online tool to support transitions to primary school for children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Rhylee SULEK, Auteur ; David TREMBATH, Auteur ; Jessica PAYNTER, Auteur ; Deb KEEN, Auteur Article en page(s) : p.101408 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders Transition to school Education Qualitative research Index. décimale : PER Périodiques Résumé : Background Successful transitions into primary school for children with autism relies on both the readiness of children to attend school and the readiness of schools and teachers to support students with additional needs. There is evidence that (a) connections between education settings, (b) teachers’ access to quality resources, and (c) support from other professionals, have the potential to contribute to successful transitions (see Hess et al., 2008; Jackson & Bruegmann, 2009; Pianta & Kraft-Sayre, 2003), however, the extent to which they are present is varied. This study examined the views of parents, teachers, heads of special education, and inclusive support staff regarding the social validity of harnessing these three factors in an online tool to support transitions to primary school. Method Using a qualitative approach, 21 stakeholders participated in interviews in which they (a) shared their views regarding the relevance of the three factors and (b) considered the application of these factors within a prototype online tool. Results The ‘Potential Value’ of the factors was explored, highlighting opportunities for the prototype online tool to increase the capacity of teachers working with students with autism while providing access to information and professional support. While the combination of factors, packaged as an online tool, was ‘Acceptable and Appropriate’ participants also emphasized that in development of any new tool there is a need to be conscious of, and not undermine, existing processes and systems. Conclusions These findings highlight the potential value and appropriateness of combining and presenting the identified factors in tools to support transitions to primary school for students with autism. En ligne : https://doi.org/10.1016/j.rasd.2019.101408 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=404
in Research in Autism Spectrum Disorders > 66 (October 2019) . - p.101408[article] Social validation of an online tool to support transitions to primary school for children with autism [Texte imprimé et/ou numérique] / Rhylee SULEK, Auteur ; David TREMBATH, Auteur ; Jessica PAYNTER, Auteur ; Deb KEEN, Auteur . - p.101408.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 66 (October 2019) . - p.101408
Mots-clés : Autism spectrum disorders Transition to school Education Qualitative research Index. décimale : PER Périodiques Résumé : Background Successful transitions into primary school for children with autism relies on both the readiness of children to attend school and the readiness of schools and teachers to support students with additional needs. There is evidence that (a) connections between education settings, (b) teachers’ access to quality resources, and (c) support from other professionals, have the potential to contribute to successful transitions (see Hess et al., 2008; Jackson & Bruegmann, 2009; Pianta & Kraft-Sayre, 2003), however, the extent to which they are present is varied. This study examined the views of parents, teachers, heads of special education, and inclusive support staff regarding the social validity of harnessing these three factors in an online tool to support transitions to primary school. Method Using a qualitative approach, 21 stakeholders participated in interviews in which they (a) shared their views regarding the relevance of the three factors and (b) considered the application of these factors within a prototype online tool. Results The ‘Potential Value’ of the factors was explored, highlighting opportunities for the prototype online tool to increase the capacity of teachers working with students with autism while providing access to information and professional support. While the combination of factors, packaged as an online tool, was ‘Acceptable and Appropriate’ participants also emphasized that in development of any new tool there is a need to be conscious of, and not undermine, existing processes and systems. Conclusions These findings highlight the potential value and appropriateness of combining and presenting the identified factors in tools to support transitions to primary school for students with autism. En ligne : https://doi.org/10.1016/j.rasd.2019.101408 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=404