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26-02-2019 | OriginalPaper | Uitgave 6/2020

Journal of Autism and Developmental Disorders 6/2020

Barriers to and Facilitators of Successful Early School Transitions for Children with Autism Spectrum Disorders and Other Developmental Disabilities: A Systematic Review

Tijdschrift:
Journal of Autism and Developmental Disorders > Uitgave 6/2020
Auteurs:
Laura Fontil, Jalisa Gittens, Emily Beaudoin, Ingrid E. Sladeczek
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Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Abstract

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.

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