Good practice guidelines when planning to meet the needs of students with Asperger syndrome during transition.

It is recognised that careful planning between the primary and secondary school is essential to ensure that the transition is as successful as possible. The following guidelines were collected during the project, and are suggested as good practice when planning to meet the needs of students with Asperger syndrome during transition.

Throughout my life I've been reprimanded by teachers and students alike for being weird, unco-operative, stupid, weak, forgetful, slow the list is endless ... With the right teachers an Asperger student can flourish - I'm proof of that. OK, so I may not be the most intellectually gifted person on the planet, or have many qualifications, but I began school from below rock bottom. Those teachers provided a ladder for me to get through the manhole and to climb up into the average bracket I sincerely hope I'm not the only Asperger student who was lucky like this I really, really do.
Nita Jackson 'Standing Down Falling Up'

Primary school

Year 5

  • Incorporate into the Individual Education Plan targets to address potential difficulties with transition.
  • Consider staffing issues has the student had the same Teaching Assistant for some time? If so, planning should start now for increased independence and experience of relating to different adults.

Year 6

  • A transition meeting scheduled for early in the summer term to share information and plan strategies to address areas of concern. Parents, outside agencies and the Special Educational Needs Co-ordinator (SENCo) of the primary and secondary school need to be invited.
  • Arrangements should be made for information provided by all present at the transition meeting to be communicated to all staff within the secondary school. A suggested format for circulating this information can be found at the bottom of this page - see Related Resouces.
  • Arrange extra visits in addition to those provided as standard induction. A Teaching Assistant could accompany, providing the secondary school agree. For some students, visiting the building after school hours may be helpful.

Secondary school

  • Provide a visual guide of the school in booklet form to include photographs of key staff (eg form tutor, SENCo, headteacher, head of year, office staff) and areas in the secondary school, eg dining hall, toilets, office, tutor room.
  • Provide a map of the school with key places highlighted.
  • Plan how the student will be supported during unstructured times. Some students may need adult support to transfer from lesson to lesson for the first few weeks. Write down these arrangements so that the student will have a copy for reference.
  • When there is to be a designated Teaching Assistant (TA), provide opportunities for them to observe or work with the pupil in the primary setting during the summer term.
  • A video guide of the school for the student's reference over the summer holiday would be very helpful. If not already available it could be produced by the media studies students as a project*.

Year 7

  • Provide additional information about how to read the timetable, including a written explanation of abbreviations. Some students will benefit from colour coding subject areas for easy reference.
  • Ensure all adults working with the student are aware of their specific difficulties, and the strategies implemented to date (see suggested format at the bottom of this page - underneath Related Resources). It is important that school policy is to make all staff aware exactly where such student profiles (including all SEN and other needs details) are kept.
  • A class seating plan will help reduce the students anxiety and address their need for routine.
  • Consider whether it is appropriate to inform the peer group about Asperger syndrome. This will depend on the student's awareness of their diagnosis. Parental and student consent must then be sought.
  • Additional adult support may be necessary during the first few weeks for key times, such as moving between lessons, using the canteen, break times etc. This will enable the student to become familiar with the new environment and will reduce their anxiety.
  • Be aware that using the school toilets can be a cause of anxiety, eg assuming an alternative toilet cannot be used when the designated one is out of action, or going to the toilet when others are present. The student will not necessarily communicate this to an adult and therefore go all day without using the toilet.

*Parental permission will need to be sought for any student appearing in a video.