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.
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Migyanka, J.M. (2011). Supporting and Sustaining the Transition to Formal Schooling for Children on the Autism Spectrum. In: Laverick, D., Renck Jalongo, M. (eds) Transitions to Early Care and Education. Educating the Young Child, vol 4. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-0573-9_4
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