A3 Book section, Chapters in research books
The Transition to Upper Secondary Level After Basic Education for Adolescents with Autism Spectrum Disorder in Finland (2019)

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 X. Hu, & E. Kärnä (Eds.), Educating Students with Autism Spectrum Disorder in China and Finland (pp. 207-223). Springer. New Frontiers of Educational Research. https://doi.org/10.1007/978-981-13-8203-1_14

JYU authors or editors

Pirttimaa, Raija

Publication details

All authors or editors: Pesonen, Henri; Pirttimaa, Raija; Rämä, Irene; Kontu, Elina

Parent publication: Educating Students with Autism Spectrum Disorder in China and Finland

Parent publication editors: Hu, Xiaoyi; Kärnä, Eija

ISBN: 978-981-13-8202-4

eISBN: 978-981-13-8203-1

Journal or series: New Frontiers of Educational Research

ISSN: 2195-3473

eISSN: 2195-349X

Publication year: 2019

Pages range: 207-223

Number of pages in the book: 236

Publisher: Springer

Place of Publication: Singapore

Publication country: Singapore

Publication language: English

DOI: https://doi.org/10.1007/978-981-13-8203-1_14

Publication open access: Not open

Publication channel open access:

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.

Keywords: autism; autism spectrum disorders; primary and lower secondary education; secondary education; transitional phases