The nature of collaboration in transition planning for autistic students moving into further education and training from the perspectives of post-primary teachers in Ireland

Bibliographic Data

ID21530809
AuthorsMarcella Carolan (Inclusive and Special Education, Mary Immaculate College, University of Limerick City), Orla Slattery (0009-0002-7729-103X, University of Limerick, corresponding author), Órla M Slattery (Inclusive and Special Education, Mary Immaculate College, University of Limerick City)
Year2025
Pages1-23
Publication date2025-05-29
Open AccessYes
TypeARTICLE
VenueIrish Educational Studies (JOURNAL)
Journal identifiersISSN: 0332-3315 • E-ISSN: 1747-4965
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/03323315.2025.2509522
OpenAlexW4410840733
LanguageEN
References cited49

The growing prevalence of autistic students transitioning to post-primary schools in Ireland is placing a central emphasis on the importance of early transition planning and interagency collaboration. This article explores the nature of collaboration in transition planning for autistic students moving into Further Education and Training and seeks to capture the perspectives of post-primary educators on the nature of this collaboration and its efficacy drawing on the insights of autism class teachers, Special Educational Needs coordinators and guidance counsellors in post-primary settings. The main findings indicate that transition planning for this group of students occurs at an informal level. While Ireland lacks a formal transitioning process, there are many examples of informal processes which occur organically within schools. The informal nature of transition planning reveals an absence of student involvement in their own post-secondary pathways. The study reveals that the characteristics often associated with autism such as poor social and life skills combined with concerns around provisions within the FET sector to support those needs impact student progression routes. Echoing previous Irish research, the findings recommend the implementation of a formalized transitional framework which compels ongoing interagency collaboration and accords with international best practice in the field of inclusive education

Geography · Mathematics education · Medical education · Pedagogy · Disability Education and Employment · Educational and Psychological Assessments · Family and Disability Support Research · Medicine · Psychology

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