Supporting Pupils with DCD and ASD with the Transition to Secondary School

Abstract

Children with autistic spectrum disorders (ASDs) and developmental coordination disorder (DCD) are at an increased risk for a range of motor, sensory and social challenges which affect their ability to function at school. The current small scale, qualitative study sought to investigate how children with ASD and/or DCD felt about the transition to secondary school from primary. Face-to-face, semi-structured interviews were used and the data was analysed thematically. A total of six children (five boys and one girl) in year six (aged 10–11 years) participated. Two main themes emerged which centred around worries and support strategies. Although they were able to offer suggestions around how they could be supported, worries exceeded their suggested support strategies. A major concern for these children was physical exercise (PE) at secondary school. The current study has provided a base from which further research can be positioned into how best to support children with ASDs and DCD with the transition from primary to secondary school.