Ensuring a student with Autism Spectrum Disorder (ASD) continues to be successful at school after the transition phase has concluded is extremely important. This involves:
- using the information gathered during the transition process to respond to the student's individual learning needs
- evaluating the adjustments provided to ensure students are accessing and participating in the curriculum and negotiating school life on the same basis as their peers.
Relationships with others, peer interactions, classroom communication, consistency of staff and managing anxiety can present ongoing challenges for students with ASD. Consideration and careful planning of these factors can maximise engagement and participation for students with ASD.
Consideration can be given to the student's individual:
- communication skills and needs
- social understanding
- capacity for flexible thinking and behaviour
- sensory processing differences
- cognitive processing differences
- organisational needs and supports
- interests and motivations
- stress triggers
- learning preferences
- previous experiences including previous successes and previous challenges.
Some tips and strategies, that you can adjust to suit the student or specific learning environment for continuing success beyond transition are: