Umit Olmez Ali

ANALYSIS OF THE TRANSITION PERIOD FROM PRESCHOOL TO SECONDARY EDUCATION FOR CHILDREN WITH AUTISM SPECTRUM DISORDERS

Abstract: Each new phase in the education of children with autism spectrum disorders - transition to new grades - has its own significance for the student, family, program, teachers, and school, and these characteristics affect the educational process. Effective strategies include ensuring family involvement, identifying family needs and priorities, preparing the student with autism spectrum disorders for the new environment, sharing information and collaboration among service providers, and ensuring continuity of services. Research shows that the goal of transition planning is to minimize the differences and interruptions that arise from changing services, thereby reducing stress during the transition. This plan should systematically integrate ways to guide the individual and family to the program and identify ways to support the individual and family in building skills and security. The main purpose of the article is to study international research conducted in this area and to present more effective conditions for transitions in the school process of children with autism spectrum disorders. Based on the results obtained, it can be said that the roles and responsibilities of the participants according to the pre-prepared plan, the timeline, the information to be shared between the agencies, clear mechanisms for family participation and the minimally restrictive environment play a leading role in this process. Children with autism spectrum disorders, who need a special approach in our modern society, should be kept in the constant focus of sociology, pedagogy and psychology.

Keywords: autism spectrum disorder, preschool, educational approaches, secondary school, transition characteristics, individuality