Support networks required in the transition of students with autism spectrum disorder from compulsory to post-compulsory education

This study explores the support networks required to facilitate the transition of students with autism spectrum disorder (ASD) from compulsory education to post-compulsory education in Spain. An instrumental case study was employed, focusing on students, families and teachers of ordinary schools with ASD students. The selection of participants was purposeful and strategic, and exhaustive semi-structured interviews were carried out with four students, their families and eight teachers. The data were analysed through inductive thematic analysis using NVivo 12. The findings highlight the importance of coordination among educational institutions and anticipated planning for a successful transition. The constant involvement of the families and the presence of professional supports are crucial. However, the participants identified the removal of supports in post-compulsory education as a significant barrier. Effective strategies include preparation for autonomy, competence and interpersonal relationships. The results are discussed in relation to studies conducted in the Spanish, international, and Ibero-American contexts.