Abstract
This chapter provides an exploration of the preparation of pupils with autism spectrum disorder (ASD) for transition to upper secondary level after Finnish basic education. It also examines the importance of supports required during the transition phase. Two examples of pupils with ASD (Kalle and Maija) are utilized to illustrate how to plan and support pupils with ASD during their initial post-school transition. Transitions are defined, after which education opportunities after basic education for pupils with ASD in Finland are examined. This is followed by a brief illustration of the Finnish comprehensive school system to provide context with a focus on support arrangements and the preparation of support for transition. Then, the individual transition-planning documents are examined, after which the two cases of Kalle and Maija are introduced. This is followed by an illustration of the use of the documents in practice for the two pupils. The summary includes a discussion of implications for future directions.
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Pesonen, H., Pirttimaa, R., Rämä, I., Kontu, E. (2019). The Transition to Upper Secondary Level After Basic Education for Adolescents with Autism Spectrum Disorder in Finland. In: Hu, X., Kärnä, E. (eds) Educating Students with Autism Spectrum Disorder in China and Finland. New Frontiers of Educational Research. Springer, Singapore. https://doi.org/10.1007/978-981-13-8203-1_14
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